This case discusses the use of ethnography in a study with young children. The study aimed to uncover how one multi-ethnic reception class in the North of England (4- to 5-year-olds) explored identity, diversity and (in)equality within their school peer interactions. The study argues that ethnography was the most appropriate methodology to use, as it allowed the researcher to build up relationships of trust with children and gave them the time to learn how to listen to young children's 'voice'. This case will highlight key distinct features of ethnography before presenting data extracts to show how this mixed-methods approach can uncover a 'thick description' of a specific group of people's social interactions. [This content is provided in the format of an e-book.]