The present study was carried out to examine the impact of Quranic stories on students’ questioning skills. The population of the study included high school male 2^nd graders in district 5 of Tehran in academic year 2015-2016. The study was a quasi-experimental one with pretest/posttest/follow-up design. The sample size was determined through Cochran formula and the participants were selected via multi-stage sampling method. In the next step, the subjects were randomly assigned to experimental (30 students) and control groups (30 students). Afterward, Beck and Jessup Multidimensional Quest Orientation Scale (2004) was administered to the participants. MQOS consists of five subscales assessing various Quest dimensions: complexity, change, tentativeness, universality, and existential motives.  The obtained data were analyzed through descriptive as well as inferential statistics (Levene's test, ANCOVA, and dependent t-test). The results showed significant differences between the two groups. More specifically, the students who were trained using Quranic stories significantly showed higher questioning skills compared to those who did not receive any intervention. Moreover, Quranic stories positively affected students’ questioning skills and these changes remained stable over the follow-up period. Hence, it can be concluded that Quranic stories are an effective tool to enhance students’ questioning skills.