Described in this documentary report are the school lives of seven children and their approaches to learning over a period of 5 years. Chapter 1 presents short introductory vignettes. Each child illustrates a distinctive mode or approach to learning: formalist/traditionalist, reasoner/problem-solver, patterner/adapter, mapper/explorer, facilitator, speaker/dialogist, and teacher/artist. These brief introductions are followed by a description of the kinds of materials that were gathered and the way in which data were organized to depict each child as a learner. Full portrayals of each child appear in Chapter 2. Chapter 3 summarizes the portrayals in terms of the commonalities and contrasts in perspective among the children in order to create a basis for drawing educational implications for each one and for the curriculum and teaching practices that would comfortably encompass all of the children's perspectives. Chapter 4 discusses the children's shared needs for context, wholeness, and continuity, and their shared strengths of memory and observation. Chapter 5 offers concluding thoughts and recommendations focused on prevalent school practices that disrupt, interrupt, isolate and/or compartmentalize the learning experience. (RH)