The present study seeks to extend current thinking on participatory research by actively engaging 36 young children with and without a known disability in all aspects of a research project. Matched according to age and gender, six dyads of children attending four early years settings in Northern Ireland chose the research question, selected the research methods, gathered the data and disseminated their findings. Explored through a social constructivist lens, within and between group interactions were observed throughout the process to determine children's level of engagement and ownership of the process. The findings suggest that when they are treated as equals young children will take ownership and actively participate in every stage of the research process. Dyads appear to promote learning and inclusion. More able children tend to model behaviour and instruct less able counterparts on aspects of the research. These findings suggest that with support young children with and without a disability can be fully engaged in the research process.