What began as a problem of practice has developed into an inquiry-driven process of creating a zero-waste learning space. I wondered, as a college educator, where students lose the excitement of risk in the creative process. working with students, staff, and education leaders in a public elementary school, the concept is evolving. embodying the practice of risk-taking the classroom becomes an ecosystem where we endure the process of navigating barriers and needs by accepting variability as a community asset. we are working to eliminate or repurpose wasted materials, time, energy, and human potential.