After 10 years of teaching art in public schools, Carrie Nordlund arrived at a state of query that set in motion her search for alternative approaches to learning. As she was feeling stifled in a seemingly sterile education institution with its overdependence on and pedagogy aimed at standardized tests, she came across a reference to Waldorf Education in Eric Jensen's (2001) "Arts with the Brain in Mind." She wondered if Waldorf Education, especially with its seamlessly arts-infused curriculum and focus on children's imagination, could provide public school educators alternate ideas and structures for supporting thinking in and through the arts. In this article, she takes stock of the current public school climate, defines Waldorf Education, and proposes four Waldorf-inspired pedagogical practices stemming from her research, "Art Experiences in Waldorf Education: Graduates' Meaning Making Reflections" (Nordlund, 2006). She acknowledges that philosophies and cultural structures unique to Waldorf Education cannot be replicated in public schools. Yet, by reflecting on Waldorf pedagogy, educators may implement in their own unique school settings improved approaches to learning that are Waldorf-inspired and may encompass greater opportunities for creative performance from educators and children as seen in established Waldorf-methods public schools.