Participatory research methods that focus on children's right to form and express views about research topics have grown in popularity in recent decades. It is less common for play to have a central role in participatory research. This article provides an account of a small, participatory research project conducted in a School Age Care setting in Melbourne, Australia where play had a more central role in the method. The decision to embed the research in a play-based setting contributed to a fluid, playful research environment where play and work became entangled in complex ways. This article draws on poststructural theories to make sense of what happened during the research. It contemplates whether there is a place for playful research in extended education settings and if there are any benefits.