A small study of active reflection was undertaken with 21 primary students in a Prep and Year 1 classroom. To provide feedback from the students on their views about their personal learning and ways they could be better supported to learn mathematics a simple survey was supplemented by one-to-one interviews. Students' perceptions of their learning of mathematics, their identification of the mathematics they were learning; and what they felt would better cater for their learning needs. Ongoing reflections by students and the teacher throughout the year provided further data for consideration. The findings show that young students are self-aware, they understand what they are learning and they have ideas about ways their teacher could support their learning. These findings fed into the teacher-reflection process and professional learning, which in turn led to some changes in classroom practice.