Recent trends in education have emphasized the importance of customizing education for learners (Collins and Halverson, 2009). The current paper aims to explore the effects of one factor that can play an important role in customizing education: curiosity (Luce and Hsi, 2015). We explore how students express curiosity within design learning environments. We analyze the data based on microanalysis of critial curiosity rich episodes within a design learning environment at an after-school club with K-8 students. Design based learning is less explored with younger children. The broader goal of this study is to contribute in the development of an effective learning-environment that capitalizes on the use of learner's curiosity for creating meaningful learning experiences.