The early childhood-school relationship is reported as having points of separation and difference. In particular, early childhood teachers located in a school setting report experiencing a push-down effect. This paper reports on a participatory action research project involving three early childhood teachers working within an independent school. Using lyric poetry as a method of data (re)presentation, the paper argues this method allowed for multiple layers of politics within this context to emerge. Because of this, a more nuanced account of the early childhood--school relationship is uncovered. The paper concludes by arguing that this method offers the possibility of narrating participatory action research in a powerful and respectful form.