This article highlights some of the results from a four-year study of the indoor environment in nine preschools in three Swedish municipalities. The data in focus concerns children’s perspectives and perceptions of both new and more traditional education settings. The researcher’s lens is directed towards following the children’s photographic voices (Magnusson, 2021; Magnusson, and Åkerblom, 2022) while using digital cameras and what children’s agency (Corsaro 2018) and their multimodal (Jewitt 2014; Kress 2010) expressions as part of the photographic events can tell us about their interests and place-based engagement. Using thematic analysis, the children’s photographic voices point to four themes: educational practice and everyday places, highlighted people, objects and places, belonging and what if. All these themes point to diverse aspects of what the children’s perceptions of the indoor environment are or can be.