This paper will explain how the current study is based on the following propositions that emerged from earlier research carried out by members of the project team: 1. Evidence collected within a school creates spaces for reappraisal and rethinking by interrupting existing discourses, and by focusing attention on overlooked possibilities for moving practice forward. 2. Such approaches provide interruptions that help to make the familiar unfamiliar in ways that stimulate self-questioning, creativity and action. 3. The views of students about teaching and learning arrangements within a school are the most powerful form of interruption. 4. Differences of view amongst students (and staff) are a catalyst for change. An engagement with the view of students themselves is therefore at the heart of the strategy being developed. The paper will explore some of the challenges involved in capturing and engaging with such views, and how these difficulties can be overcome. In so doing it will provide illustrative examples of a range of techniques that are proving to be valuable, including focus groups, sociograms, drawings and photo-voice. Consideration will also be given to ethical matters that arise when collecting and engaging with student views. Illustrative examples from the different schools will be provided.