The work in family child care is becoming increasingly more professional, moving from an image of "mothering" toward one of educare. The growing demand for expertise and competence in family child care providers can be examined in light of their pedagogical experiences and the ways in which children engage in learning in providers' homes. This article is based on a phenomenological study conducted with four certified family child care providers, each with 10 or more years of experience with a wide age range of children. Data revealed that providers foster a pedagogical relationship with children along five dimensions of learning: children's skills for learning, essential opportunities for learning, two forums for learning, socio-emotional learning, and meaningful learning. The authors conclude with implications for further research.