Drawing from the post-qualitative research in the dissertation, "Animal Magic, Secret Spells, and Green Power: More-Than-Human Assemblages of Children's Storytelling" (Molloy Murphy, "Animal magic, secret spells, and green power: More-than-human assemblages of children's storytelling." https://bibliotheek.ehb.be:2102/10.15760/etd.7318, 2020), this article mobilizes common worlding pedagogies (Taylor & Pacini-Ketchabaw, "Pedagogy, Culture & Society," 23(4), 507-529, 2015) to research elf-child relations in an early childhood community. Informed in part by an assemblage of 1970s animated holiday specials, a cherished classroom book coauthored by an elf, (Fróði, "What does it take to see an elf?" The Elf Garden, 2018), and the popular commercial figure "Elf on a Shelf," the 2-5 year-old child participants in this study practiced thinking and playing with elves using storytelling as a method of research and knowledge production. In this 12-week study, children's elf figurations and stories offered a window into the complex and shifting more-than-human assemblages that constituted their everyday school life. The children's relational encounters with elves were complexified at the nearby Children's Arboretum where we discovered evidence of elves both living and dead. In the arboretum's meadow, the children signaled the presence of elves to one another by saying, "the grass is moving but there is no wind." These elusive and compelling figures came to be vital participants in the more-than-human socialities (Tsing, "Anthropology and nature" (pp. 27-42). Routledge, 2013) of our school community. Though entangled with Eurocentric/Euro-Western ideations in ways that deserve interrogation, the children's process of attuning to elves generated new ways of "becoming witness" (Rose & van Dooren) to the land and its past/present inhabitants and envisioning just and caring relations with the more-than-human.