The first part of this article reports a project in which children were consulted about ways to improve transition to school. Children from 14 schools and prior-to-school settings collaborated with their peers and teachers to plan, implement and document transition to school. Children attending school reflected on their own experiences while children about to start school discussed their existing knowledge and understandings, their uncertainties and questions and identified ways in which these could be addressed. Both groups documented and shared their advice with the other participating groups. Transition programmes were changed to reflect children's suggestions. The second part of this article explores some of the methodological complexity associated with engaging young children and their teachers in research. On one level, we explore relationships between teachers and researchers and the roles of teachers as co-researchers. On another level, we explore research relationships between the teachers and the children involved. (Contains 4 figures.)