This article traces and critically analyses a personal journey in search of effective ways to promote exemplary questioning on the part of students. The article is in many ways a polemic rather than a scientific study, which emerges as much from the 1970s and the writings of Carl Rogers as from the second decade of the twenty-first century with its emphasis on graduate attributes. The innovative examples that follow the literature review cover several disciplines and types of learning outcome, in a range of settings and eras. Through varying degrees of success and failure in achieving the desired impact, they each contribute to the developing list of lessons learned by the author and frankly shared with readers. The article concludes with a summary of suggestions for teaching promoting exemplary questioning in today's blended or online programmes.