Equipping students with knowledge, skills, attitudes, and habits of mind necessary to design investigative questions is an essential goal for any science teacher. Just as with anything new, when students begin to design investigative questions, they essentially are novices. Expertise in designing proper questions is developed over time and requires encouragement and guidance. This article promotes a tangible strategy for teachers and explains how it has been used to move students along the continuum from novices to experts in designing investigative questions.