When the first seedling of an idea for this study sprouted, the intention was to capture images of learning through the eyes of pupils over a whole year. The images would stand alone, have sufficient worth and carry so much meaning in themselves, that they alone would tell the story of how pupils perceive their learning. The practicalities and reality of that undertaking may have proved that to be more difficult than I originally imagined, though the change in emphasis to one of dialogue, centred on the images was no less valid and perhaps more informative. Had I not sought participant explication, then extracting meaning from the images would have demanded I interpret them and the story I would have created might not have been the story the participants intended to tell. By adopting a grounded theory approach where the findings are rooted in the data and by changing the emphasis to one in which the participants' words have power through the inclusion of in vivo codes, I feel I have stayed close to the original aspiration, even if the methodology might have been adapted.