The Starting School Research Project, based at the University of Western Sydney, Australia, promotes the involvement of children in research concerning their transition to school. Using examples of approaches that have been utilised to engage children as part of the research on their transition to school, this paper explores some of the philosophical and methodological issues involved in this stance. Approaches including conversational interviews, oral and written journals, drawings, reflections and digital photographs have been successfully introduced in order to empower four- and five-year-old children to express what they see as important as they start school. Issues of equity and inclusiveness demand a variety of approaches such as these. However, as with all research approaches, both challenges and advantages are associated with each aspect. The paper concludes with a general consideration of the challenges and rewards of engaging young children in researching important aspects of their lives.