This paper discusses insights arising from a recent doctoral study in a New Zealand early childhood setting. I was interested in how young children learn to be part of the group and drawing on a socio-cultural framework carried out a qualitative case study to investigate the enculturation of young children into childcare settings. The particular event under study was shared mealtimes in a childcare centre. Participant observations yielded detailed descriptions of the practices, rituals, rules, and routines that inducted children into the group culture yet the effectiveness of these cultural tools and practices appeared to be highly dependent upon interpersonal factors such as the relationship between teacher and child. I concluded that cultural activities and tools could not be considered apart from human relationships as the effectiveness of the activity, tools, or practice rested not only upon the strength of the relationship between the teacher and the child, but also on the relationship between the teacher and the group.