Young children draw on all their senses to engage with the world around them. Despite research that documents the diversity of ways children learn and express themselves (Eisner 1994; Gallas 2003), primary education has become more focused on addressing early learning standards than ever before. How might today's teachers individualize learning experiences to support the diverse ways children learn? Even interventions intended to help children can result in limiting their opportunities to communicate in their language of choice. For example, 6-year-old Jennifer was repeatedly pulled away from art time to attend speech therapy sessions. Finally, she became so frustrated that she refused to attend a session. "I can't go to speech because my art is at this time. I can't go until my [speech therapy] time changes," she calmly announced. How can educators ensure that Jennifer gets opportunities to develop her oral language and her art? How can teachers offer educational experiences that support the many ways children communicate and learn while also addressing early learning standards? In this article, the authors consider the experiences of a first grade teacher, Kris, in meeting these challenges. Kris's work with the children illustrates that there are ways teachers can address standards while also individualizing learning experiences to support the many ways children learn. ["It's All in the Game: Designing and Playing Board Games to Foster Communication and Social Skills" was written with Kristine Carithers and Danielle Michaelis Castillo.]