Childhood is a time when students are naturally curious and want to pursue their interests by learning all they can about the things that intrigue them. This interest-stimulated learning is a valuable template because it is compatible with the research discoveries of neuroimaging--what the brain looks like while it actively processes information. The narrowing of curriculum, by NCLB and mandated standardized tests tied to sanctions, is reducing the opportunities for the student-centered learning needed to keep the curious child alive in students from kindergarten through graduate school. This article explores research about the affective filter in the brain's limbic system and the neurotransmitter "dopamine" to suggest neuro-"logical" strategies that keep students engaged with learning by reconnecting them to their childhood curiosity.