Using participatory visual research methods, this study examined how certain low-income, urban youth in a high-minority middle school characterized safe and unsafe spaces on campus. Drawing from a convenience sample of identified gifted students in one classroom (N = 20), results suggested how caring support from adults, friendly peer interactions, and the organization of the school contributed to their perceptions of safety. Data revealed that unsafe locations were predominantly nonclassroom spaces, undersupervised and unknown by school personnel. Safe spaces afforded students access to informational, social, and emotional support, as well as opportunities to distance themselves from life's stressors. Findings demonstrate how multimethod, image-based techniques can help produce more nuanced knowledge about the social, spatial, and temporal dynamics that shape students' perceptions of safety at school.