Nurture groups (NGs) were a provision first conceptualised by Marjorie Boxall in the 1960s. They have since become established in schools to support children who have experienced early attachment difficulties. There is a bank of evidence in support of their benefits to children and some evidence of the positive views of parents and practitioners. However, there is a paucity of research that this study seeks to address to explicitly consider how children view their time in the NG. Sixteen participants at Key Stage 2 (between 7 and 10 years of age) attending 'classic-style' NGs were involved in the study. Participants were interviewed using a semi-structured interview schedule and prompt activities, such as photographs and their own completed work. The transcribed data was coded and categorised using thematic analysis. The themes identified were developed into a model of 'becoming' and 'being' a 'preferred self'. External factors and problem identity were further classification themes. These findings could be used as a lens by which to understand the needs of children attending NGs, and the methods by which to support these. Further research could focus on the relevance of these findings to a wider range of students.