The authors report on research conducted during a project investigation undertaken with preschool children, ages 3-5. The report focuses on three children with special needs and the positive outcomes for each child as they engaged in the project Trees and Things That Live in Trees. Two of the children were diagnosed with developmental delays, and the third child expressed strong dislike of school and exhibited challenging behaviors. The authors document pivotal experiences for the children during their participation in the project and note transformations in four areas: initiated learning experiences, increased engagement, increased prosocial skills, and the use of graphic arts for inquiry and representation. (author abstract)