Young children’s ideas of fairness have been studied in a range of laboratory settings with findings that children see fairness as equal distribution of resources. However, many studies occurred in decontextualized environments (i.e., laboratory settings), which hardly provide opportunities for children to exhibit nuanced ways to enact fairness. By observing children in more authentic contexts, their classrooms, this article complicates the concept of fairness as equality and attends to the ways that children respond to issues of fairness by acting as contributors to their classroom communities on a daily basis. Drawing on a larger video-cued ethnographic research project, we specifically focus on full-day films taken across three early childhood classrooms to contextualize young children’s capabilities when they encounter issues of fairness. (author abstract)