Children are natural learners, curious and inquisitive, wondering why and who and how. They thrive in an environment that allows curriculum to emerge naturally, with support from other children, co-oping parents, and teachers, around their needs and interests. They are quick to express opinions, offer suggestions, and invent projects. They are an incredible natural resource, and in a community of learners, they contribute to meaningful, exciting curriculum. In a community of learners, everyone has a part to play in supporting the learning process. Children help plan and develop curriculum and are expected to be active participants and responsible learners. Parents support projects and activities with ideas and guest speakers; they teach and present curriculum. The teacher supports both children and parents in their planning, organizes and facilitates all the learning involved, and is ultimately accountable for curriculum development and content. Each role is valuable and part of the whole—more than the sum of the parts. Curriculum can be built by the community together, making use of children’s interests and experience as a key impetus. Such curriculum builds on individual and collective interests to weave together instructional interactions that support and inspire learning by: . . . • Seizing the moment to build on interesting ideas that emerge in classroom discussion . . . . . . • Recognizing that children have their own learning agendas that can provide motivation and the “way in” to learning about all kinds of other curriculum areas . . . . . . • Supporting units of study that often emerge as a group process, as people become interested in each others’ interests and build on each others’ expertise . . . . . . • Using resources of all kinds (with little reliance on textbooks) . . . After exploring these points, I will discuss how the classroom structure and the teacher help create such an emerging curriculum, and the question of what the children learn. Curriculum is all around us, just waiting to happen. This is frequently referred to as “teaching to the moment,” or “seizing the moment.”