Introduction: This dissertation focuses on how informal educators learn through conversations during meetings, planning sessions, and other discussions with colleagues. These on-the-job learning experiences remain relatively understudied, and this dissertation aims to illuminate the dynamics of informal educator relationship-building within conversations. Objective: This research aims to advance our comprehension of informal educator relationship building (as learning) by addressing research questions: (1) What are conversational actions and structures through which informal educators engage in relationship-building? and (2) How do conversational structures and the organization of talk and embodied action with interaction support, sustain, or curtail relationship building? Background: I build upon theoretical understandings of informal educator learning, learning within discussions, and approaches within the Learning Sciences to study relationship building within learning environments. In particular, this dissertation builds on micro-ethnographic traditions to examine relationships between informal educators in moment-to-moment interactions. Methods: Following interaction and conversation analysis traditions, I present case conversations from informal educator conversations in work settings, professional training, and informal gatherings. I focus my analysis on organizational structures of interaction and showcase these structures through walkthroughs of transcripts from these conversations. Results: The findings shed light on how informal educator relationship building happens through organizing structures of interaction, with a focus in this study on two structures: reciprocal exchange sequences and assistance-seeking actions. These findings show how informal educators utilize small talk to cultivate reciprocal telling, bridging the gap between personal disclosures and task-oriented discussions. Furthermore, I show how assistance-seeking sequences become collective endeavors for informal educators to construct knowledge collaboratively. Conclusion: This dissertation advocates for developing resources that support relationship-building within informal educator conversations and offers valuable insights applicable to future designs and research around informal educator learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]