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This study aims to explore the agency and social interactions of an immigrant child, identified as a shy girl with school adjustment difficulties. Data were collected through observations in class and interviews with the child’s teachers and mother. The findings highlight that the immigrant child showed that she is an active agent in building relationships with others and adapting to and negotiating with the class rules. In the meantime, the material settings, class rules, physical spaces, classmates, and/or teachers’ presence restrained or promoted her interactions with her peers. Thus, this study offers important insights into how immigrant children may be better understood and supported by rethinking their practices that can limit immigrant children’s agency and peer relationships.