Dr. Seuss is one of the most recognizable and influential authors in the field of children’s literature. Employing his ironic "Seussian" style of nonsensical fun through his bold illustrations, wacky characters, and lyrical rhymes, Seuss’s books charmed generations of children, instilling in them a love of reading and in turn positively impacting their literacy education. The numerous interviews and articles written by Seuss reveals that a key part of Seuss’s success as a children’s author is due to his unique respect for his young audience, stemming from his belief in children as the future of society’s moral progress. Maintaining that "you don’t teach by limiting, you teach by exciting," Seuss treated his young audience as equals by presenting complex and important concepts in a simple, yet engaging way. This thesis explores Seuss’s utilization of direct and indirect questions in his many of his classic works, including Horton Hears a Who, Yertle the Turtle, and The Sneetches, to encourage children’s sense of curiosity and critical thinking skills. In combination with this, historical context regarding Seuss’s life experiences and sources of inspiration provide further insight into Seuss’s method of asking his young readers questions to promote them to think critically about topics such as following the status quo, absolute obedience to authority, and the harm caused by discrimination. Acknowledging the ongoing scholarly criticism regarding Seuss’s depictions of racist stereotypes, this thesis explores the value to be found in the continued exposure of Seuss’s works to young children, ultimately arguing in favor of Dr. Seuss’s belief in the importance of cultivating children’s curiosity.