This article uses the author's original study of over hundred Year six children's perspectives of literacy and the wider curriculum, in English schools, to explore the potential challenges of exploring "pupil voice". Using collective case studies, with descriptive and time-sampled observations, and semi-structured interviews, across an academic year, it uses the findings to reflect upon how we can effectively distinguish, for example, between a genuinely broad and balanced curriculum, and children's insatiable appetite for particular areas; or how we can effectively manage and support children's expectations, where one child's satisfaction can be another child's dissatisfaction, and some children appear to be resigned to their dissatisfaction. The article argues that if pupil voice is to successfully penetrate classroom practice, children need to be taught the skills to self-regulate their "satisfaction" and "dissatisfaction" with their classroom learning. By encouraging ambitious, but realistic, responses, it is hoped that pupil perspective outcomes will be more meaningful for both teachers and pupils, supporting learning partnerships, where strategies, delivery and organisation can be negotiated within a shared understanding.