This paper examines moral education as a holistic structure that evolves from the interplay between the educational applications of anthroposophy, students' developmental needs, the curriculum, as indicated by Rudolf Steiner, and teachers' roles in fashioning the curriculum. The methodology draws upon the qualitative research paradigm of educational connoisseurship and criticism. Data sources include observations and interviews in two classrooms in an urban Waldorf school. Findings reveal that teachers guide students artistically to balance thinking, feeling, and willing in the pursuit of truth, beauty, and goodness. The overarching goal is to help children build a moral impulse within so that they can choose, in freedom, what it means to live morally. The study suggests that some Waldorf practices may contribute to moral education in public and private schools where educators seek to educate students fully. (EH)