In this document I discuss the relationship between education standards for curriculum and structured play in the elementary classroom. I discuss the various forms of teacher-initiated structured play, and student-initiated informal play and resistance strategies-through participant observation, digital analysis, spatial analysis, semistructured ethnographic interviews, and unstructured conversations-to understand the full range of learning strategies in elementary classroom settings. I analyze how these strategies relate to curricular standards, or how they might deviate from or transform those standards, which are partially shaped by federal and state education policy. I also outline and develop two hypotheses in an effort to define what I observed in the classroom and the information I gained through my interviews, which I call playing capital and reciprocal power. I define playing capital as a resource and a skill that students are trained to develop in activity-based classrooms, and which has the potential to change collaborative environments and organizational structures. I define reciprocal power as an alternate structure of soft power, in which actors are empowered to take agentive action in hierarchical social and organizational networks, and which creates an exchange of power and changes social dynamics in systems of power. v ACKNOWLEDGMENTS There are many people I would like to thank who helped me along the way to my degree, and through the process of completing this thesis. I would first like to thank my Master's thesis committee chair, Dr. J.A. English-Lueck, who guided me through every step of the research process, encouraging me to continue through the obstacles, and providing aid through multiple project iterations. Dr. Marco Meniketti, for his guidance on fieldwork methodology during my graduate education, and his aid in honing my thesis, especially regarding my discussion on the goals of education in the U.S. Dr. John Marlovits, for his guidance about writing structure, specifically ethnographic writing, and his encouragement to explore the economic ties to education. The SJSU Anthropology Department for admitting me to the graduate program and providing continuous support throughout my graduate experience. The principals, educators, and staff at the two school sites, Emerald Elementary and Sacred Trinity, for inviting me into their communities and agreeing to work with me on this project. The students, for being so great to work with and making me feel welcome. My family and friends for encouraging me throughout my educational career and inspiring me to complete my graduate degree. My husband and fellow graduate student, Jamieson Mockel, for motivating me to continue my graduate work, supporting me through the ups and downs, and for going through my entire thesis to give editing feedback. vi