We propose a concept of intellectual values as (a) shared within a group and defined by the extent to which intellectual engagement is regarded as worthwhile to the group's interests, (b) supported by an epistemological belief system, and (c) an important dimension of sociocultural practice and learning. A series of studies is described in which assessments of intellectual values and epistemological beliefs were found to show similar patterns of variation across cultural and subcultural groups of parents and children. Such groups may play a role in highlighting to their youth the intrinsic value of intellectual engagement (versus its instrumental value in achieving individual recognition and status). Intrinsically valued intellectual engagement, we suggest, provides the firmest basis for sustaining intellectual motivation through adolescence and into adulthood. Developing mature epistemological understanding, moreover, is key to this enterprise.