The arts embody "one of the oldest forms of knowledge and knowing" and "action research provides opportunities to experiment with art as an integral part of the creation and dissemination of knowledge." From his 16 years' experience as an elementary classroom teacher, the author has found that young children are drawn to an arts-based approach of inquiry, one that is "grounded in arts practices." In his classroom there have been many instances of students using methods to enhance their learning experiences that were similar to those found in arts-based learning and arts-based educational research settings. Arts-based educational research has been described as a context in which researchers use "artistic process and practice in their inquiries." Likewise, in arts-based learning contexts, students become aesthetically situated researchers as their classrooms transform into "places of discovery," using the arts "as a primary area of inquiry." For instance, arts-based learning encourages students "to take artistic risks and create personally and socially meaningful work," making "learning fun and exciting." Because of the intrinsically communicative nature of the arts, creative discoveries are frequently shared through performances, displays, and other social interactions. Additionally, studies have found "causal links between the arts and academic achievement." Over the years the author's classroom has developed into a site where students are afforded agency by self-governance. They are co-creators of the curriculum and make choices in how they go about their learning and investigations. This article presents the story of how the formation of a child-centered classroom led to the inspired and innovative development of the author's students' self-initiated, creative explorations.