At the time she wrote this chapter, she was a middle-school science teacher in a high-poverty suburban school in Maryland. An earlier version of this paper was presented at the University of Pennsylvania 21st Annual Ethnography in Education Research Forum in March 2000 and published in The Oregon Science Teacher. Deborah begins her story by reflecting on an undergraduate physics course in which she learned how to ask questions and seek answers while using devices such as motion detectors and computers. Next she relates experiences when, as a beginning teacher, she brought her first-grade students to the physics lab so they could play with these devices. She also describes a seminar at her school during which she enticed several colleagues into learning about motion with these devices. She concludes with reflections upon engaging middle school students and student teachers in motion detector explorations.[hide full abstract]