Young children are faced with the challenges of collaborating with others usually for the first time as they enter preschool. They must learn to think beyond their own needs and recognize the needs and wants of other children. Most educators soon realize that the naturally occurring interactions among the children tend to establish hierarchies. A qualitative case study completed over a span of five months examined a clique of five preschool aged girls who appeared to partially identify themselves by wearing what they titled, "sparkly princess shoes". Methods of data collection include interview and observation. Implications for practice and strategies for adults working with preschool aged children are provided.