This paper explores some of the ways in which the positionality of the child and adult ‘voice’ can influence research. It builds on previously published work into positionality and will present a consideration of the complexities of positional exchanges between adults and children in research which seeks to gain the views of children, adults, or both. Reviewing the ways in which positionality can work to impact on research is central to ensuring that projects are undertaken in ways that enable participants of any age to share their views in a supportive environment. The changing nature of positionalities within project work can necessitate constant (re)negotiation of roles for researchers and participants alike, challenging the planning of studies, data collection, analysis and dissemination. The work will draw on examples from a range of completed projects which focussed on the lifeworlds of children and families. Using data and researcher reflections it will signal the potential and realised impacts of positionality at various stages of the research process; from design to completion. Examples will be drawn from UK-based studies which reflect diversity of research topic, design and samples, including young teenage parents, young wheelchair users, young users of mental health services and family support centres. In addition, the studies offer an opportunity to reflect on the impact of positionality where researchers seek to involve children and adults in different ways, from participant to peer researcher. The work will conclude by suggesting a range of methodological and practical recommendations for research into childhood and families.