Adam, an 11th grader, was identified as gifted and accepted into a two week summer enrichment program. He signed up for "Geometry with Flash Programming." He had no prior programming experience but had a strong and healthy self-image as mathematics student. Although Adam had a positive attitude toward mathematics and saw himself as a successful student of the subject, he lacked content knowledge, an ability to visualize, and spatial reasoning ability. Increasing Adam's level, improving his geometry content knowledge, developing his spatial reasoning, and his ability to visualize geometric objects were main mathematics instructional goals in this course. This article illustrates the power of teachers to create and facilitate meaningful and memorable experiences that help students make sense of geometric concepts through the bisecting foam shapes activity. (Contains 2 figures.)