Curiosity, the desire for new information, has been shown to encourage exploration and benefit learning. While the relationship between curiosity and episodic memory seems intuitive, the present study examined this relationship with active engagement as a mediating variable. In this study, participants watched videos of continuous line drawings wherein an object was formed as the video progressed. Participants were encouraged to guess frequently during the video regarding their prediction of the final image. After each video concluded, participants reported a final guess and provided subjective ratings of how they experienced the video, including how curious, frustrated, and surprised they felt. A memory test was conducted 24 hours following the first task, in which participants were asked to identify partial images from the videos of the previous task versus novel partial images taken from other unseen videos. It is expected that videos that elicit higher ratings of curiosity will have a higher rate of recall. Videos with more guesses, indicating more active engagement, are also expected to have higher recall. Future experimental conditions will examine how the regulation of agency will further impact curiosity and memory. Delineating the interaction between curiosity and memory may ultimately improve learning in educational settings.