P.S. 64 Revisited considers the architecture of schools in their potential relations with curiosity and agency. As a vernacular, the embodying principal of the school instantiates a mode of learning that is reminiscent of the Montessori method of teaching. Where program is not strictly bounded by their partitions, program flows freely throughout the spaces, allowing for students to have their own interpretation of their given built environment. This provides students a self-guided curriculum that exemplifies experiential learning within relationship-driven environments where program is explored through discovery and play.