For those who are tired of old images and practices, Malaguzzi suggests that there is time for mistakes to be corrected. New paths of practice can be forged by being willing to consider another way of teaching and learning with young children. And as with any change in professional practice, teachers face cognitive dissonance when they try to reconcile their current practice with new ideas. The author shares a story of what happened when four teachers abandoned their theme-based approach in favor of the uncharted territory of an emergent curriculum, and how this act impacted their practice and their self-image. (Contains 4 additional resources on emergent curriculum.)