The purpose of this study was to investigate children's self- and social perceptions of success to identify how success could be promoted in a classroom context. Using a participatory approach, this study explored children's subjective experiences with success in 41 learning situations selected by researchers (Phase 1: self-perceptions) and 48 learning situations selected by participants (Phase 2: social perceptions). The participants were children (N = 17, age 6-9) from four Finnish elementary school classrooms. First, the participants were videotaped in successful classroom learning situations. Second, the participants were asked to photograph their peers succeeding in different learning situations. The participants then discussed their self- and social perceptions of success in video-stimulated recall and photo-elicitation interviews. Three success indicators, namely, task completion, sustained activity, and positive expressions and gestures, were identified from the visual data. Also, six influencing factors, namely, positive emotions, ways to work, experiences of achievement, acknowledgment from peers and teachers, previous experiences, and skills, were identified from the participants' experiences with success, drawn from the interview data. Overall, this study contributes to the understanding of children's perceptions of what counts as success for themselves and others and introduces participatory methods for identifying children's perceptions.