Multidimensional knowledge structures, described from a constructivist perspective and aligned with the "Mind as Rhizome" metaphor, provide support for constructivist learning strategies. This qualitative study was conducted to seek empirical support for a description of multidimensional knowledge structures, focusing on the idiosyncratic nature of knowledge that arose in the classroom and was based upon children's individual prior experience and knowledge. Participants (n=25) were students in a first and sixth grade parochial classroom in a small Midwestern city. Data were gathered through observation and student interviews. Cues and trajectories in the children's representations of knowledge were identified. Implications of the structures for generating and developing multiple perspectives and developing learner ownership are discussed. (Contains 35 references.) (MES)