Sharing school supplies appears, indeed, a simple, even an irrelevant routine activity, but upon closer examination one realizes that deeper and complex issues are at stake. This article aims at explaining how seemingly uneventful classroom activities contain the potential to building social capital in the classroom, which occurs when and if teachers carry them out intentionally and systematically. The authors explore the idea that, of all social institutions, school classrooms represent the most formidable soil for social capital to grow. Following Coleman (1988) this study defined social capital as the social worthiness embedded in relationships. Thus, social capital conveys the idea that social ties contain intrinsic value that functions in the way that money does in the capitalist economic system. In other words, the usefulness of social relationships holds the potential to being transported, accumulated, exchanged, and transferred (Arriaza, 2015; Kingston, 2001). This article first reviews the extant literature on social capital as it relates to schools and communities; second, it discusses the core findings through the prism of social capital theory, specifically around trust and reciprocity. The article closes with a discussion on the implications of the findings.