This article argues that accessing and taking note of the voice of pupils is critical in working towards removing barriers to effective learning. Pupil voice was accessed using an innovative form of group interview incorporating an Ishikawa or fishbone tool and card sorting exercise. The data were collected from 132 pupils, from Years 7 to 9 (aged 11 to 14) in three UK secondary schools. The techniques proved to be successful ways to help pupils to articulate their views. There was an immediacy and authenticity in the process, which generated 13 "classroom conditions" that pupils felt were significant in securing effective learning. The 13 conditions potentially provide a grounded framework to engage teachers and student teachers in analysis, reflection and discussion regarding effective teaching skills and strategies. (Contains 3 figures and 4 tables.)