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The purpose of this study was to explore the concept of cultural imagination. Does culture influence or shape imagination? It examined whether imagination is demonstrated differently in the Native American culture. Is the Montessori Method conducive to supporting imagination in general, and to supporting Native American cultural imagination in particular? The design of the study centered on three interviews and two, all day observations in six classrooms. Participants included a professor of cultural/imagination studies, an instructor and owner of a private Montessori elementary school, and a Native American principal of a public school with acknowledged writing talent. The observations were in a Montessori kindergarten class in a private school, and in primary and intermediate classrooms of a Montessori program in a public school. It is concluded that culture shapes imagination, and that the Montessori learning environment supports imagination. It also supports cultural imagination within preferred learning styles. The general learning styles of Native Americans align with holistic education, including the Montessori Method. Cultural imagination is pertinent to creating relevant experiential education. Recommendations following this study include a comprehensive examination of criteria for gifted programs, and exploration of a holistic learning model to be initiated into the existing middle schools of our district.