This study aims to unfold the framework of empowerment pedagogy by describing an approach of listening to the children, supporting their rights, and enhancing participation through the lens of a learning community. The authors draw from the literature that acknowledges children as active agents and supports them in participating in their daily environments, constructing their world, and learning. The goal of this study is to describe the process the authors followed to include the needs of a child within the spectrum of our learning community. Data include participant observations, informal conversations with children and teachers, photos, videos, and planning documents. The main findings suggest that through the specific pedagogical framework, children were involved in decision making, actively participated in play, developed a sense of belonging, and participated in power shifts; and adults exposed themselves to the uncertain. Such experiences provide the context under which the proposed empowerment pedagogy is unfolded. The proposed pedagogy, listening to a child's needs, suggests that teaching and thus learning can and should be a true exploration and meaningful experience for all.