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Cultural psychology and cultural-historical theories of human development are influencing perspectives on behavior regulation. Self-regulation is beginning to be viewed as more than an isolated individual’s ability to direct and control actions, thoughts, and feelings in learning environments. Rather, a newly emergent view conceptualizes self-, co-, and other-regulation as part of a functional system of regulatory processes. This qualitative study draws from this newer view of self-regulation by using a cultural practice perspective and the relational habitus as a unit of analysis to investigate behavior regulation over an academic semester in an informal learning environment where elementary-aged children and an adult mentor are engaged in a STEM project-learning activity.