Three- to five-year-olds grow emotionally participating in meaningful and challenging physical, social, and problem-solving activities outdoors in an early childhood program on a farm. Caring for animals, planting, raking, shoveling, and engaging in meaningful indoor activities, under adult supervision, children learn to work collaboratively, socially construct knowledge, and develop social skills while cooperating, helping, negotiating, and talking with others. This article describes how these activities are practiced at the Children's Farm School near St. Paul, Minnesota, where Big Jobs--jobs that require physical exertion, thinking and problem solving, and functional use of language (as in group planning and giving or following directions)--are part of a normal day's routine. Research validates the use of Big Jobs to challenge children. Beginning in the 1930s, theorists of the Adler school of psychology viewed children's motivation as being rooted in children's feeling of emotional competence and linked to self-concept. This article presents descriptions of some of the routine Big Jobs at the Children's Farm School.