Facilitating participation in data gathering in the context of monitoring and evaluation with children and young people is essential for service provision, advocacy, and policy work. The use of photography is a powerful way to incite children and young people to express their insights directly, rather than through adults (Harper, 2002; Clark-Ibanez, 2004). Photography can be used as a supplement to other qualitative methods or as a stand-alone methodology. Whether taken by the evaluator(s), participant(s), or both, photographs can evoke personal reflection or group dialogue, surfacing participant(s)' subjective viewpoints as well as issues and dimensions that may have gone unnoticed in the evaluation. Photographs can thus lead to a new view of the evaluand. This paper discusses strengths and difficulties in using visual methods for monitoring and evaluation with children and young people, and draws recommendations from studies from different disciplines and continents.