This case study of artist/researcher Ursula Kolbe was undertaken in 1998 to extend understanding of the complexity of the process of teaching and learning in respect to children's interactions with visual arts materials. The following questions prompted the research: how does a teacher who is also an artist work with young children? and does a background in visual arts influence a teacher's orientation toward children's graphic and three-dimensional work in the way that teacher interacts with children? Data were collected by observation of Kolbe's interactions with children aged 20 months to 6 years at the Institute of Early Childhood, a school at Macquarie University in Sydney, Australia. Coding patterns of interaction that appeared in transcripts from the audiotaped interactions enabled the researcher to identify the recurrent themes of Kolbe's practice. Interviews with Kolbe allowed perspectives, rationale, and approaches to be clarified. Identification of recurrent themes resulted in the selection of four key principles: (1) furthering skills in visual discrimination and enhancing the aesthetic qualities in children's work; (2) ensuring that physical conditions support exploration; (3) recognizing and acknowledging children's conceptual interests in graphic and three-dimensional work; and (4) extending children's work in visual education. This case study provides an insight into the way an Australian teacher, with a background in the visual arts and a strong interest in the Reggio Emilia approach, works with young children. (Contains 13 references.) (BT)