Montessori education, at its best, is a combination of art and science, an exquisite balance of subjectivity and objectivity. When done well, a Montessori environment resembles a carefully crafted piece of art, a skillfully constructed laboratory for the study of life. The work of creating such a masterpiece is a labor of love and a commitment of extraordinary depth. It is not an easy undertaking. Occasionally, the author steps into a Montessori environment in which something is clearly askew, where a fundamental element of Montessori's vision and pedagogy are missing. The author's observations reveal that two particular components of the prepared environment are absent more often than any other: organization and beauty, both key to successful Montessori classrooms. On this topic, Dr. Maria Montessori was relentless: organization and beauty in the classroom are a prerequisite, not an option. A well-organized learning environment encourages autonomy as the child grows and creates himself. The role of the teacher is to provide support as the child moves through this process and toward normalization. Therefore, it is the responsibility of the teacher to develop and maintain an overarching order within the classroom. Order and organization in all areas of the classroom are necessary for the child to self-educate at his level of capability. The role of beauty in the Montessori classroom is fundamental, for it is intimately tied to auto-education, evoking interest in the materials and in learning. Just as order assists the child in spontaneous activity and supports his efforts to self-educate, so too does beauty. Beauty is the voice that calls the child to engage with the materials and elevates him to a higher level of grace and courtesy as he interacts in his environment.