Mathematics education is a constant topic of conversation in the United States. Many attempts have been made historically to reform teaching methods and improve student results. Particularly, past ideas have emphasized problem-solving to make math feel more applicable and enjoyable. Many have additionally tackled the widespread problem of “math anxiety” by creating lessons that are more discussion-based than drill-based to shift focus from speed and accuracy. In my project, I explored past reform goals and some added goals concerning students' perceptions of mathematics. To do so, I created and tested a pilot workshop in topology, a creative and intuitive field, for use in 4th-6th grade classrooms. Preliminary results suggest some success in altering student views on mathematics.