Nurture groups aim to meet the developmental needs of vulnerable children identified as having Social, Emotional and Mental Health (SEMH) needs. Past research has highlighted the need to explore and explain the practitionerchild relationship in nurture groups. In this research, five nurture group practitioners from Key Stage 1 (KS1) nurture groups were interviewed about how they make sense of their relationship with the nurture group child, to identify what makes a successful nurture relationship, and the factors that challenge it. A symbolic interactionist and critical realist position was taken, using a grounded theory analysis. Results revealed a relationship journey that develops into a 'close' relationship. The practitioner becomes attuned to the child's needs and emotional experiences, enabling them to provide containment to the child and put appropriate support in place. The relationship journey contains a number of challenges, which the practitioner tries to overcome. These challenges place an emotional load on the practitioner, and so they seek containment themselves. However, the challenges contribute towards the development of a trusting and 'close' relationship. This relationship journey is discussed in relation to psychodynamic and attachment theories. Implications for nurture group practitioners, stakeholders and educational psychologists are explored.