This paper reflects on a multi-method approach to research on children’ educational transitions and wellbeing in Peru. The methodology was developed by an international team lead by an UK-based team, within a larger, longitudinal project known as Young Lives. YL qualitative methodology is child focused and participatory. A central concern within the project has been to collect children’ own views of the issues affecting their lives. Although this aim stands, the size and scope of the project (involving 4 countries and over 200 children) limited the degree of children’ participation in setting the issues to be discussed and required country specific adaptations. Nevertheless, the methodology offers important tools to help children raise specific concerns beyond what adults set out through the use of graphic, visual and verbal means, including drawing, photography and video making. In Peru, additional tools were developed out of this toolkit to research into children’ perceptions of schooling, as part of a different study, with the aim to feed school reform. In both studies, although children found ways to have their voices heard, the issues they raised were neglected by the policy makers and teachers; generating further ethical dilemmas in terms of what is the research for