This article follows the author's research on the integration of an aesthetic arts initiative in a private elementary school with an established traditional arts program. The narrative describes the sequence of events, interpersonal interactions, and learning experiences in the format of a full-length dramatic performance. Informed by Ben Peretz's (1975, 1990) concept of curriculum potential and Elliot Eisner's (2002) framework of explicit, implicit, and null curriculum, the author explores her research journey guided by the following question: "What is the contribution of an aesthetic arts curricular initiative in an arts-rich school environment?" Findings highlight the distinction between enthusiasm and focus in the process of curriculum implementation.