This study seeks to determine how and to what extent the core principles of the early childhood education programme at Levinsky College of Education in Israel were applied by a third-year student teacher in a traditional fieldwork placement. At the beginning of the school year, the student planned to engage two small groups of children in her field placement in a learning project focused on children's literature related to witches, believing the children would be enthusiastic about the topic. Despite employing a meticulous traditional teaching plan, her attempts to engage the children failed. This led her to seek advice and form an authentic emergent teaching plan that was influenced by the children's preferences and social conflicts in the group. Furthermore, the student gained the teaching staff's approval and encouragement to develop a kindergarten curriculum very different from the traditional one. In this paper, we show an evidence of the learning processes undergone by both the children and the student.