This case study discusses responsive walking methods from a yearlong river-child-walking project situated in early childhood education. Grounded by feminist anti-colonialism, this project reconfigured children's relations with a local river and challenged dominant, extractive methods of discovery. A behind-the-scenes approach is taken in this case study to reveal critical moments in the project when the researchers learned from walking responsively "with" river and young children. Three responsive walking methods--"persisting," "refuse-ing," and "collecting"--are discussed and show how they affected pedagogical and methodological decision making. The case study argues that these responsive walking methods are useful for challenging colonial ways of knowing, being, and doing in place-based research; strengthening humans' relations with places; and addressing messiness and failures while conducting place-based research. The examples of responsive walking methods are situated and therefore are neither replicable nor transferable to other research contexts. However, the behind-the-scenes approach in this case study offers researchers insight into the practicalities of how two researchers took up, experimented, and learned from and with selected critical moments. [This content is provided in the format of an e-book.]