The Stitching Urban Vision (SUV)1 method is innovative, facilitating children to co-create a sense of empowerment. SUV© fosters an understanding of negotiation using a shared vision. SUV© sits apart from traditional negotiating methods that often result in delayed, unresolved, and fragmented ideas. Adults often resist reaching collective decisions due to varying and competing ideas, leading to indecisiveness. The innovative SUV© method is an intriguing visual tool based on psychogeography observation in diverse geographic settings. It enables children to have positive negotiating skills, fostering cooperation over competition. These studies have yielded transformative results, demonstrating how fragmented and self-drawn ideas can be stitched into an intelligible shared vision. This Case Study highlights the practical application of the SUV© method to inspire and motivate researchers to explore real-life negotiations. The methods applied under SUV© are based on the following visual analysis method: capturing image creation and content analysis by participants and observers, which involves building linear but connected images by 20 children producing 20 discrete segmented drawings of a given urban issue. The linearity of the segmented drawing and its collaborative position challenge children to stitch 20 discrete images into one cohesive vision on one story, aligning pertinent urban issues. A closer investigation suggests that dialogue between two adjacent children is fundamental using a similar language of negotiation to reach a conclusive decision on making a coherent image. SUV© is innovative, using psychogeography, where researchers notice that the elements of co-designers' individual images contain valuable messages with which children recognize the merit of stitching (connecting) a coherent vision more quickly than performed in isolation, aligning cognitive or mental makeup (psycho-) with content creation of a context (-geography). Student learners may find this valuable method for everyday life conditions by applying similar or adapted methods of engagement tasks where strategies of teamwork and the accord on the creation of one agreed vision and policy become discreet and quicker. When student learners become stakeholders, it is envisioned that this process can benefit from setting a sense of agreement through policy drafting, evaluation, and collaborative action. [This content is provided in the format of an e-book.]