In reflecting a Project-based approach to learning, we begin with the students’ interests. We believe that all humans learn best when they are interested, and there can be no intellectual engagement without interest. Our teachers provide resource-rich, investigative environments to encourage student learning and experimentation. As children investigate, they begin to formulate questions. Their teachers model how to ask good questions to stimulate critical thinking and help students learn to differentiate between information that is important and that which is not. In reflecting what is known as a Constructivist methodology, teachers do not “jump in” and provide children with the answers to their questions; the students form their own hypothesis. They research to gather the information they require to test their hypotheses. Children use multiple resources including books, the internet, family members, experts and each other. During this process, young learners make powerful connections between what they already know and new information. As students think critically and reflect upon what they have learned, they are in a position to teach others – expressing what they know through writing (stories, poetry, letters, plays), art (drawings, paintings, collage, sculpture), performance (dance, plays, song, chants, audio and video recordings) and more. At this point in their learning process, they will have come full circle; they have experienced, in a dynamic way, the entire cycle of learning from the very first spark of interest to becoming an expert!