A growing interest among educators, families, and students to personalize education and nurture the development of whole child has led to a new movement in elementary education: integral education. This qualitative study reported on the work of one school in that movement, the Integral Elementary School in La Jolla, California, to illuminate what integral education is and how it might nurture the development of consciousness, the self-aware force of existence, in children. The methodology was exploratory case study. Data sources included interviews, a questionnaire, field observations, and art. The interviews of 6 coresearchers ages 5 to 11 years old revealed participants' innate capacity for emotional intelligence and demonstration of self-awareness and self-control. The findings revealed that this integral elementary school placed a value on social and emotional growth, self-expression, community, serenity, and an overall healthy environment for life-long learners in an elementary school setting. This study may be of use to any educator interested in supporting children's growth as whole persons, including spirituality, as well as to educators working in or creating Integral Education programs. In addition, parents and policymakers may find this research useful in supporting the addition of Integral Education to the list of officially sanctioned educational models. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]