This study explores a preschooler’s relational types of agency and the reasons why these types emerge. This study defines children’s agency as a capacity and power to act purposefully, negotiate roles, and (re)construct relationships with others. As an ethnographic case study, this study followed a four-year old child, Han, for one year in his preschool classroom while he learned English as an L2. Data include over 80 hours of observation, artefacts, and interviews with teachers, Han’s parent, and the children. With three-time interviews with the children throughout the year, children’s friendship network was created and compared to Han’s relational types of agency. This study illustrates how Han was able to see figured worlds in the classroom and display relational agency, submissive participation and control of interaction, to represent himself relative to others. (author abstract)