Purpose: There is limited amount of research that constitutes non-traditional curricula implemented within an institutionalized context of developing countries. An attempt is made in this project to gain a clearer understanding of a non-traditional early learning program within an orphanage campus setting of Ladyville, Belize, Central America. This program is supported through the Belizean Ministry of Education and the University of Belize. In 1996, a comprehensive literacy survey was conducted in Belize that indicated the functional literacy rate to be approximately 40 percent (Cornerstone, 2007). In addition, it is estimated within developing countries one person in four is illiterate (Terryn, 2006). Liberty Learning Centre (LLC) of Ladyville, Belize implemented non-traditional theoretical curricula reflecting the social-constructivist theory to early learning. The methodologies include: Pikler, Montessori and components of the Reggio Emilia philosophy. The staff of LLC discovered creative, innovative and strategic ways to differentiate traditional academic learning through a diverse non-traditional learning environment. Procedures: Responses from the administration, caregivers, teachers, staff and students were interpreted and documented through various means of audio/DVD/video recordings, photography, interviews and journals. In addition I used detailed anecdotal field notes that became pieces to the methodology for the project. Findings: Responses, thoughts, ideas and viewpoints were given by the administration, teachers, students and staff regarding the implementation of non-traditional curricula within an institutionalized and non-traditional learning environment of a developing country. Implication: An institutionalized and international socio-cultural perspective will extend early childhood education further through a qualitative ethnographic study in Belize. This project gives voice to the silent and voiceless.