Anthropologists who study children in traditional societies almost universally note the absence or great rarity of adults teaching children in the village setting. Children are encouraged to learn on their own. This chapter teases out those instances where, in the view of adults, independent learning is not sufficient. In some situations,adult intervention—usually falling short of “teaching”—is deemed necessary. The chapter focuses on four very general issues. At what age is the child targeted for a course correction or intervention to facilitate his or her development and socialization? What is the substance or goal of this intervention? What should the child be doing that he or she isn’t doing already? As we shall see, two very broad goals are to socialize children to “fit in” and to facilitate the child’s becoming a contributor to the family, providing a return on the family’s investment. How does the adult intervene? What strategies are used to change the child’s behavior? Lastly, what general principle or theory guides these course corrections in the individual’s path through childhood? These themes are woven throughout the chapter, which is organized to follow the child from infancy through adolescence.