This article discusses the conceptual relationship between questions, curiosity and learning as inquiry elaborated in the work of Chip Bruce and others as the Inquiry Cycle. The Inquiry Cycle describes learning in terms of a continuous dynamic of ask, investigate, create, discuss and reflect. Of these elements "ask" has a privileged place. Questions are the root of inquiry; they initiate, sustain and invigorate each aspect of the process. Questions direct investigation, drive creativity, stimulate discussion and are the bedrock of reflection. In order to understand inquiry we need to deal with questions. A fuller conception of questions, as situations and processes rather than simple sentences, is argued here. Dewey's conception of curiosity as a natural resource for use in the training of thought and Berlyne's notion of epistemic curiosity are also elaborated. These ideas on the nature of questions and curiosity help to frame our understanding of the Inquiry Cycle as a model of learning. They act as a bridge, closing the gap between theory and practice while contributing insights on the integration of technology in teaching and learning.