This study investigated relationships between open education and curiosity behavior of students enrolled in different types of school programs. The Non Verbal Curiosity Test (designed and validated for the study) was used to measure subjects' curiosity, since it considers quantitative and qualitative aspects of curiosity behavior. Subjects (N=237) were 11-year olds in six Ontario parochial schools. Openness of the school program was assessed with information collected from teachers in the Dimensions of Schooling Questionnaire (DISC). Analysis of results indicates that openness of program was not significantly related to children's curiosity behavior. A curvilinear distribution for curiosity and openness of program was obtained, similar to the distribution postulated by Berlyne for cognitive conflict and specific curiosity. This similarity is the basis for discussion. It is concluded that the tentative evidence obtained raises some questions as to whether open programs necessarily enhance curiosity behavior. It is suggested that a moderate level of program openness may be the optimum environment for fostering curiosity. (DP)