This chapter documents what happens when a high-quality early childhood service adopts a group-based approach to early education and care and, in doing so, challenges traditional one-to-one understandings of infant sociability (e.g. Kaye, The mental and social life of babies: How parents create persons. Harvester, Brighton, 1982; Trevarthen and Aitken, Journal of Child Psychology & Psychiatry & Allied Disciplines 42:3–48, 2001). We focus first on how mealtimes are transformed by educators swapping stressful adult-infant spoon-feeding routines to a more relaxed and naturally enjoyed time when infant highchairs are placed in circles of three, four, or five, allowing for social time; learning from and teaching each other; curiosity about each other; and exploiting and subverting the routines established at the centre. The chapter includes further vignettes illustrating group complexity, how infants can creatively work together, as well as illustrating group-facilitative roles for educators, and alternative ways of managing infant distress and wellbeing. Our theoretical framework draws on Selby and Bradley (Human Development 46:197–221, 2003) infants in groups paradigm. In this chapter, ethnographic case studies of infants in groups were used to generate rich or ‘thick’ descriptions, which was analysed via their ‘language shadows’. Conclusions focus on implications for policy and practice in early childhood education and care services.