While this particular paper examines the use of incorporating creativity and the EPCOT approach to graduate students and thesis writing, this approach and use of creativity can be used at all levels of learning for children and youth who may be neuro-diverse and who may have learning disabilities or difficulties. Using this approach can have the potential to have a significant impact on childhood academic success. While the author incorporated her own interest in Disney into her work, teachers can encourage children to incorporate their own interests into their work in order to foster attention, focus, excitement, and engagement within the learning process. Students often find writing task topics and requirements ambiguous or difficult within the classroom, and this can contribute to poor performance and engagement within the classroom, in particular for those students who may have diverse learning needs (Phan, 2009). Encouraging students to incorporate or write about their interests within a specific subject matter, can help children become more engaged within their learning and completion of tasks. Allowing children and youth to incorporate small pieces of creativity within their academic work can give a greater holistic view of children’s knowledge acquisition and application, and how children experience learning in diverse ways. Like EPCOT each student has their own authentic experience of learning, and how they acquire knowledge in any given environment or spaces (home, school, and internet). While these spaces are different (like the world showcases at EPCOT) they all contribute to an overall engagement with and absorption of knowledge. Encouraging children to share these ideas and knowledge through a variety of mediums (verbal, written, drawing) can create a creative and inclusive environment that encourages creativity and engagement within the learning process, particularly for those who may have diverse learning needs.