This thesis gives an account of a case study using visual methods to explore pupils’ perception and experience of place within an upper primary school in southern England. The theoretical framework is based on Breakwell’s four place identity principles; distinctiveness, continuity, self-efficacy, and self-esteem. One class, consisting of 21 pupils aged 9 years old, including 10 boys and 11 girls, took part in the study. It was found that there were a number of themes underlying the way in which pupils perceived and experienced place within the case study school. The main themes identified were achievement, freedom and friendship. The study concluded that pupils’ sense of place identity is more likely to be positive if the places within their school facilitate their ability to achieve academically and socially whilst also presenting them with the opportunity to act independently and autonomously.