This study examined the social competency of at-risk kindergarten students as they demonstrated the need to establish social communities in order to increase group motivation and peer learning. The study explores the patterns of behaviors that these children demonstrate in order to form social communities, explores the purpose behind their need to establish such communities, and explores the teacher's agenda as it relates to the agenda of social group formation. Subjects were seven children enrolled in a developmental kindergarten. Classroom academic lessons and social interactions were videotaped. Analysis indicated that at-risk kindergarten students must establish social communities within groups of peers in order to feel secure in an instructional setting. In forming social communities, problems may occur for at-risk students who may be viewed by the teacher as being off-task or noncompliant. It is concluded that formed and sustained communities enable the children to monitor the teacher's behavior in order to receive feedback. Teachers are advised to balance their need for successful lesson completion with their students' need to feel a sense of security. (Contains 20 references.) (JDD)