This case study presents a study in the field of education with children from a socially vulnerable sector of Santiago, Chile. My specific research interest was the discourses that children express about their learning experience. I consider the learning process to be a socially situated phenomenon rather than an individual and generic one. Some of the characteristics of participatory action research in school are outlined, taking into account the Latin American context as well as the challenges research with children presents. In addition, I describe some of the moments in the investigation that posed problematic situations or “diversions,” some of them circumstantial and others more theoretical and political that resulted in rethinking the research process at various levels. I conclude with some thoughts about the anticipated and unanticipated effects of this kind of research.