Over forty years ago, Howard Zinn identified the problem as not one of civil disobedience, but of civil "obedience". He confronted the problem of remaining obedient to laws and rules even "in the face of the face of poverty and starvation and stupidity, and war and cruelty." Framed in an early childhood context, this article explores the value of events of young children's classroom disobediences (civil and not), layered upon elements of Zinn's body of work that examines the role disobedience plays in the human potential to contribute to the common good. It is apparent that children find ways to function as "good"-as in kind, generous, contributing, skeptical, thoughtful, and courageous members of society even in the face of narrow, stingy, and mindless schooled notions of goodness as compliance to prevailing rules of order. In the spirit of the hopefulness that Zinn never abandoned-the lens on these children's moments of disobedience is directed away from a viewpoint that presumes the "good" child is the one who obeys. The snapshots of children in this article, viewed with a wide aperture, bring light to the possibilities inherent in these small acts of kindness, awareness, curiosity, justice--and disobedience. In his work, Zinn shone necessary light on pictures of history that showed the cruel reality of human behavior; but more profoundly, he offered "hope" through a concurrent human history of "compassion, sacrifice, courage [and] kindness." Zinn asked us to remember the times when people "behaved magnificently," and within this paper are descriptions of moments of disobedience in which children are behaving "magnificently"--moments that Howard Zinn would, perhaps, have celebrated.