This chapter explores how learning to be in relation is core to human learning. Reductive views of cultural variation and individualized conceptualizations of thriving overlook the processes through which human beings learn to live relationally in ways that support systems transformation and collective well-being. Synthesizing literature on learning and development, we provide a conceptual model that examines four interrelated dimensions of relationality: (a) embodiment, mobilities, attention, and place; (b) affect, awe, and emotion; (c) pedagogical interactions, supports, and participation; and (d) reimagining learning and the disciplines. We argue that attending to relationality in ways that include between-persons + place + more-than-human relations helps conceptualize learning as deeply tied to the ongoing forms of adaptation, ethical relations, and worldmaking required for socio-ecological well-being.