Stories are one critical aspect of literacy across the life span. For young children, stories invite engagement in shared thinking, and social and emotional connections with others in family homes and early childhood education settings. In this article, we share key findings from two studies that illustrate ways that story interactions are grounded in social relationships across different ages and contexts. We highlight common themes around the role of stories in supporting relationships, identities, language, and other conceptual learning. Suggestions for practice are offered for teachers, who play a critical role as mediators of stories and meaning making in everyday interactions. [This article was written with Helen Hedges.]