Children's authentic participation is increasingly recognized in early childhood education as a basis for improving children's engagement and learning outcomes. This study explored the implementation of the Photo Projective Method in a kindergarten in Japan. Participants were two teachers and 35 children, aged 5 years, enrolled in one kindergarten classroom. The teacher asked children to identify their preferred places on the kindergarten campus and to take photos. In the action research framework, data sources included teachers' predictions of where each child would take photographs of their favorite places; interviews by the teachers with children about their photos; teachers' narratives within planning and reflection meetings; as well as observations of children's play. Teachers were able to predict approximately 25% of children's expected preferences for their favorite places. Findings infer that the Photo Projective Method can provide teachers with opportunities to hear children's individual voices in class groups. It provides an effective means for teachers to gain greater insight into individual perspectives.