Eisner (1991) defines culture as a place for growing things. School constitutes an essential culture where students' minds can be grown and developed and where learning can be fostered. Teachers are in charge of developing and fostering young minds and because they participate in the culture called school they have many possibilities and opportunities to do so. Although teachers and students have endless opportunities for making meaningful and solid connections across areas of study, across time, home, learning and community they do not always do so. Often teachers are racing to prepare students for a test or any other type of standardized assessment forgetting about giving precious classroom time for lingering, imagination, creativity, or play. According to May (1993), lingering implies a process of making room for self and reflect upon self-relation to the world. Lingering requires space and time to create a community in the classroom; a community that allows for collaboration between teachers and students when adapting curriculum (Grumet, 1993). According to Winston (2010), "practically everything in education can these days be qualified as creative" (p.88), but is it really creative or is it just a nice name, a trendy cliché? Does the educational system really value creativity and give enough space to imagine in classrooms? Do teachers enable students to become creative and innovative as opposed to conventional and predictive? While working with pre-service teachers the author observed that creativity, imagination, spontaneity, originality are perceived as qualities that are good to have but are sometimes considered "extras." These qualities are not always given space and time to develop in today's classroom curriculum. The purpose of this paper is to lead a discussion on the importance of creating, adapting, changing, attending, building the curriculum, and allowing students in the classroom to be meaning makers and co-creators of curriculum.