Previous research has established long-term benefits for children's successful transition to kindergarten. Yet a majority of the research focuses on teacher and school practices that occur before the first day of school, and less is known about instructional practices teachers use to build community and establish procedures at the beginning of the school year. The current study involves in-depth observations of one highly effective kindergarten teacher during the first six weeks of school. Results indicate the teacher intentionally spent time building relationships with individual students from the moment they arrived. She modeled respect and kindness throughout the day and gradually introduced procedures in an interactive and engaging manner. The study has important implications for practitioners and for future research.