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This study addressed students’ lack of access for students to progressive education pedagogy in a Northeastern United States school district, and explored activities and pedagogy reflective of progressive education. Research has shown that in order to implement an effective progressive education model, educators must understand the principles inherent within the progressive education model. Findings indicated key components of activities and pedagogy reflective of progressive education, and its practice. As a result, a multi-day training for educators in the implementation of activities and pedagogy reflective of education was developed. Implications for positive social change include a better understanding of progressive education and its implementation on the part of community education model members and educators, in addition to increased access to a progressive education model for students.