Elementary school children between 9 and 12 years of age were interviewed on what they believed to be the causes of learning difficulties and were invited to take part in the analysis of the data. We achieved this with Trochim’s concept mapping approach that combines qualitative and quantitative data analyses. Study results indicated that children were more knowledgeable than expected. Although each participant gave relatively few ideas, they collectively generated a list of 42 unique statements, which they categorized into a meaningful structured conceptualization. Results showed that children were competent and reliable participants in the concept mapping process. Educational, research, and methodological implications are discussed.