This article presents the voices of three central thinkers in the documentation movement in a round-table discussion that explores the key questions regarding the definition of documentation, common misunderstandings of the strategy, lessons that have emerged over decades of documenting in various contexts, and puzzles that are emerging for the future of the practice. The discussion reminds the reader that documentation is not just a teaching tool, but a pedagogical philosophy of knowing and valuing children. Engaging in documentation can challenge one's conceptions of teaching and learning, including what it means to authentically search for meaning, and to rethink notions of public versus private knowledge. Through the interpretation of images and words, documenting can create political and epistemological shifts away from traditional teaching approaches. Schools that are open to becoming a source for change and connection within a community are considered fertile contexts for exploring documentation. (Contains 6 notes and 4 figures.)