When the author stepped into the lead specials teacher role at a private elementary school in Charlotte, North Carolina, he was convinced that early childhood educational experiences could shape students' later cognition. He asked himself the question: What novel task might he set for the students that did not rely on rote learning, logic, or persuasion but would impel a more complex understanding of color? With sorting activities common to the school's prekindergarten and kindergarten curricula, he asked students to dig through bins of loose crayons that were brought outside and to pick out all the possible colors of the sky. He was inverting a typical sort-the-crayons-into-bins lesson--and would claim to be doing just that if the principal asked. Genuinely, the purpose of the activity was to give students an experience that would subvert existing schemata and trigger the process of schema formation, causing them to develop a more complex, intuited understanding of color.