The Reggio-inspired approach often leads a teacher down unexpected paths, as many class explorations originate from students' observations of problems or phenomena. Students then work collaboratively with the teacher; the teacher consistently observes and questions the students to discover what the students are thinking and why. The teacher extends and deepens the students' thinking through "provocations," experiential activities designed for students to create and test ideas. A consequence of the provocations is that students continually self-select into groups based on mutual ideas. This article is the story of one such unexpected journey with a prekindergarten class that stayed true to the Reggio-inspired approach in several ways: (1) following student questions; (2) the teacher co-learning with the students; (3) allowing for self-grouping; (4) encouraging a variety of methods to express understandings and new knowledge; and (5) consistent teacher observation and documentation. The activities in the class follow the cycle of inquiry, based on Worth and Grollman's work. This cycle includes iterations of wonder, engage, observe, explore, and share.