The learning experiences of young children cannot be conveniently separated into the areas of cognitive, social/emotional and physical development. They are integrated and interdependent. This balance can be achieved through creative, interactive play that supports and scaffolds all developmental and content areas of the curriculum. Despite the strength of supportive theory and research, we are experiencing the gradual elimination of play and creative experiences from early childhood classrooms in the USA. The 2001 No Child Left Behind legislation in the USA emphasizes an academic orientation and focuses early childhood curricula upon academic skills such as reading, writing, and numeracy. However, the problem is not simply pedagogical strategy or philosophical stance. The way in which a curriculum is implemented is also influenced by teachers' perceptions of play and creativity. In 2009 I began a longitudinal study that follows the pilot class of a new Independent elementary school in New York City as it adds a grade level each year and whose curricular framework is based upon play and creativity. This paper identifies the values, mission and model of the school. It also explores and documents how the curriculum is being developed to support and scaffold increased academic expectations, the role of teachers and children in the implementation of the curriculum and the changing perspectives, perceptions and expectations of parents and teachers.