Traditionally, early childhood educators address the gaping hole in their planning books under the "social studies" header by teaching a smattering of thematic units. Most early childhood educators now know the importance of planning experiences for social studies, or any other content area, that are integrated, meaningful, and of high interest. Many teaching methods use these criteria, but the project approach goes further. A project is unique because it does not simply introduce subject matter that integrates content area, it also provides a meaningful context for that subject and draws interest by connecting with children's background experiences. A project does all these things while providing an opportunity to attend to curriculum goals and standards, as well as addressing desirable dispositions (e.g., making sense of an experience, showing persistence in seeking solutions to problems, grasping the consequences of actions) as goals for learning. How the author applied the project approach to his class is presented in this article.