Engagement in the arts nurtures the development of cognitive, social, and personal competencies. When well taught, the arts provide young children with authentic learning experiences that engage their minds. To get children to think critically, teachers ought to become comfortable with the problem-solving process themselves. This article illustrates how preservice early childhood and art education teachers were immersed in a critical thinking activity prior to engaging young children in it. The experience was part of a course they co-taught on the Reggio Emilia approach. The experiences with preservice teachers presented here could be adapted in similar ways using similar materials in varied early childhood classrooms. The key point is that young children take on the role of investigators--with teachers acting as facilitators, encouraging them to construct their own theories.