This article offers a methodological contribution to the concept of children’s voices and the ways of listening to them. Children’s voices are studied in a narrative ethnographical research project in a school classroom. The authors follow children’s voices from the level of classroom observation to an analysis on narrative data produced by the Storycrafting method and finally to a more reflexive analysis. By defining three interrelated analytical spaces, the study illustrates how voices are emergent, contingent on their social, discursive and physical environments and power relations, and constructed in reciprocal processes of telling and listening. Finally, the authors discuss the significance of reflexive listening to children’s voices.