Background: The withholding of recess for disciplinary purposes has been acknowledged but studied on a limited basis. The perspectives of children have not been heard at all on this subject. Methods: Our paper draws upon semistructured child interviews, which were one activity within a multifaceted study. A subset of students was interviewed about recess and about the experience of having teachers who withheld recess. Results: Interviewees favored recess and other parts of school that allowed physical activity and social interaction over more sedentary, isolating parts of school. Many understood teachers' rationale for withholding recess; some thought it was helpful, up to a point. Others did not think it was solving the problems it was designed to address. They were skeptical it was having a beneficial effect on the small number of peers who lost recess regularly. Conclusion: Most respondents showed deference to their teachers and were inclined to regard them as wise and fair. The data from these interviews indicated that many children experienced anxiety, regret, and sometimes resentment with regard to the practice of withholding recess. Many wished teachers could identify other means of discipline to address issues that led to losing recess. This study provides a valuable perspective that has been missing from the policy discussions about recess.