This paper presents preliminary information from the first part of a long-term study of curriculum development in a sixth grade classroom in Hawaii. It describes: (1) the teaching practices implemented; and (2) the literacy attitudes and habits that developed within this environment. A ten-year veteran teacher with teaching experience across the elementary school grade levels and her sixth grade, full inclusion class of 27 students are participating in the program. The teaching practices include sharing expectations and the offer of co-ownership of the curriculum for the year; inviting children to set up the room and develop and institutionalize the classroom guidelines; daily meetings as a class group to reinforce a sense of camaraderie and community pride; developing a non-competitive, collaborative learning and teaching environment; fostering independent learning; examining and monitoring relationships within the classroom, especially those that promote high self-esteem; developing methods of assessment that support rather than dictate the curriculum; and enthusiastically exploring the world of knowledge with the children and having fun doing so. The data, collected through classroom observations, a student survey, and student interviews, indicated that the curriculum, which is anchored in the assumption that people are valuable, able, and responsible, positively impacts the learning experience of children in this elementary classroom. (Contains 9 references.) (AA)