This article explores the use of children's photography as a method for conducting mathematics education research with young children. Collected as part of a study focusing on the experiences with measurement children have at the start of schooling, the photographs presented here were taken by children aged five and six years, from two Australian primary schools. The children took a digital camera home and were asked to photograph things that they considered to be related to measurement. While the intended use of the photographs was to provide insight into the types of experiences children have with measurement in the home context, an additional outcome to emerge from the research was a deeper understanding relating to the strengths and weaknesses of using children's photography and photo elicitation as a research method with young children. This article presents some of the insights gleaned from this mathematics education research, and examines the use of children's photography and photo elicitation as a research strategy for working in early years research contexts. (Contains 1 note and 6 figures.)