This research aims to investigate how learning invitations are used in a Reggio-Emilia inspired preschool in the US. The case study model as a qualitative research method is applied in this research. In addition to observations in the research setting, interviews with teachers were made so that the data could be varied and enriched. As a result, it is found that teachers use certain strategies such as changing the physical environment, providing interesting materials, promoting shared and reflective thinking, asking questions, and making comments to create learning invitations for children. The findings provide a micro-level example for practitioners who are eager to get inspired by the Reggio Emilia approach.