The traditional approaches to educational research which produced descriptive, statistical data, often packaged in a uncritical way and offered as ideologically neutral and representative of the reality of schooling has increasingly been criticised. The data derived from this type of research and the process by which the data was collected often took little account of the heterogeneity of the values, mores, experiences and practices that exist in schools as specific social contexts. Marginalisation of the perspective and voice of certain key groups, especially children and young people, emanated from this form of research activity. More recently an increasing number of educational researchers realise that it is necessary to take account of the multiple perspectives that characterise the modern school going population in order to address the manner in which groups participate and engage in the process of schooling. A specific focus on children's perceptions as described by the children themselves is now considered to be a vital component in conducting research of this genre (Corsaro 1997, Christensen and James 2000, Connolly 1997, Connolly 2004, Devine 2002; 2003). However, not all of the traditional research methodologies transfer easily for use with children. The purpose of this paper is to critique the methodology used during a year long research project with 52 primary school children from different socio-economic backgrounds. It specifically explores the use of a 'friendship focus group' research methodology as a more natural social setting for carrying out research children. This model is explored in the context of serving to limit the impact of the research situation on the data collection process.The paper describes how the focus group model was adapted to meet the particular demands of conducting research with children. It challenges some of the preconceived ideas that relate to strategies for engaging children in an examination of their own experiences (Measor, 1985; Naidoo, 1994; Peshkin 2001). The concept of emic voice (Peshkin 2001) was a guiding principle in this research. The literature describes the importance of the researcher's belief that participants possess valuable wisdom (Krueger 1998: vol. 4). This principle underpinned all of the research process and every effort was made to ensure that all participants were encouraged to speak openly throughout the focus groups discussions sessions. The literature also reveals the importance of ensuring that the researcher does not come with preconceived notions that precludes serious listening. Every effort was made throughout the process to aspire to what is described as "the highly recommended sympathetic and harmonious relationship between the researcher and the interviewees" (Jarvenin 2000: 372). The development and sustainability of this empathetic bond between the researcher and the children was central to the process and a significant bedrock underpinning the quality of the research and the depth of insight into the world of childhood that emerged from the process.The findings propose an organic, emerging model of research activity based on a format that is familiar to the children themselves. In channels the energy of the friendship group towards the provision of a naturalistic setting within which the research can begin to probe the perspectives of the children. The study reveals that there are a number of contributing factors to building trust and enabling a meaningful interactions to unfold. Attention to these factors and a commitment to allow the interaction proceed in a natural, unforced way positively on the reliability and validity of the findings. 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