In this paper, we share our experience of searching for ways in which to access learner dispositions and the evolution of an instrument that we have used as both a written and an interview instrument. We argue for the importance of understanding young learner mathematical learning dispositions in order to inform ways in which to support learning. As researchers, finding ways in which to access learner mathematical dispositions can be difficult, especially with young learners who struggle to articulate their stories. Mathematical learning dispositions are taken to include what learners say about learning and how they act when they learn. The focus of this paper is on gathering data in relation to the former. In order to illuminate what the instrument allows us to see we share some preliminary findings from our research. Our findings draw on evidence gathered, in interview form, from 16 learners in two grade 3 after school maths clubs and evidence gathered, in written form, from 614 grade 4 learners across 10 schools in the broader Grahamstown area. We interrogate the extent to which these articulated dispositions indicate constrained learning opportunities. The preliminary findings shared in this paper illuminate both what the instrument allows one to see as well as the limitations of the instrument.