This chapter examines the perspectives of children and young people who receive special education provision for their moderate learning difficulties. It explores the assumption that pupils' perspectives will reflect a tension between positive aspects and negative aspects, whether in special schools, mainstream withdrawal or in-class supported placements. The chapter discusses the findings about how these children saw their educational provision in mainstream and special school settings. The issue of eliciting reliable and valid information is crucial, and has long been identified as critical to the research process with children and adults. Provision itself was only one of several important factors that children themselves identified as being influential in their feelings about present schools, and schools generally. Peer relationships in general, whether positive or negative, affected children's views, even when they valued other factors, such as good provision.