Using data from a year-long case study in a Midwestern public school in the United States, the author invites readers into the play world of four multilingual and multiracial boys, affectionately named the "LEGO Boys" by their third-grade teacher. As documented in the findings, the boys maintained a cohesive narrative about how their stories fit with the sanctioned prompt's goals while engaged in collaborative (un)sanctioned play. Ultimately, the "LEGO Boys" serve as an exemplar of how children collaboratively curate the curriculum for their own purposes under the radar of adults.