Teachers in the municipally run infant-toddler and preprimary schools of Reggio Emilia have repeatedly demonstrated and described their schools as relational spaces where documentation makes visible children's learning and informs flexible planning, or progettazione. The purpose of this article is to reveal how teachers' and children's patterns of participation in the sociocultural activities of documentation and flexible planning changed, and concomitantly transformed the laboratory school community at the University of New Hampshire. This description is aimed at revealing the reciprocal, nested nature of change on both the school and individual levels, and between the two activities, from which a collegial and collaborative system of relationships developed. Within this relational system, new roles and responsibilities emerged, planning and documentation changed, and going public with documentation created new, potential spaces for flexible planning and shared learning.