Early years environments play a significant role in children's sense of belonging, wellbeing, and learning. Yet, bathroom spaces have received minimal considerations as part of early years environments. Bathroom practices in early childhood settings are usually examined from medical and developmental perspectives, such as pathologies related to urinating and defecating, best practices of toilet training, or the acquisition of appropriate toilet and hygiene habits. This article explores participants' accounts of the bathroom in one preschool setting in New South Wales (NSW) Australia. These accounts are articulated as critiques about the existing bathroom or as visions about an alternative bathroom space. The practitioner research with children project opened up spaces for dialogue and the perspectives offered by participants exceeded the literature and brought new ways to understand the bathroom as a social and cultural space and a space that is a part of a quality environment for children. Therefore, we not only argue that bathrooms deserve greater attention in early years settings, but also offer a brief agenda for research to potentially improve understandings and practices related to the bathroom.