This paper describes four problems that may confront researchers interested in capturing and describing participant perspectives when the participants of interest are young children in early childhood education settings. Problems were identified with interview data collected in three studies conducted in separate preschool and kindergarten classrooms. These data included typed transcriptions of taped formal interviews, notes taken by the researcher during formal interviews, and informal interview records contained in typed field-note protocols. The original studies followed Spradley's (1979; 1980) guides for conducting participant observation and ethnographic interview research. The four problems identified were: (1) the adult-child problem; (2) the right answer problem; (3) the pre-operational thought problem; and (4) the self-as-social-object problem. Each problem is described using interview data in order to demonstrate how that problem may interfere with the construction of interview contexts and the collection of interview data. Concluding discussion identifies several strategies researchers can use to improve the quality of formal and informal interviews conducted with young children. (RH)