Photo elicitation theoretically located under Creative Analytic Practice was set as an assessment on a taught postgraduate programme. In groups of three to four, 30 students acted as both researcher and participant. Group topics were self-selected, each member took five photographs that group members reflected on. Topics chosen were varied and students reflexively critically reported their experience of the method. The power of photo elicitation saw some students engage in a cathartic journey which pedagogically raised concern. This paper reports both the potential and creativity of photo elicitation but also discusses and makes suggestions on how to overcome ethical issues.