Purpose: Studying learning in physical education in primary schools is complex and largely practical and embodied; not only involving the child, but is also closely linked to the lesson context. The aim of this paper is to understand teaching and learning in primary physical education through the use of photo diaries. Method: Participants were children (n=38) and their teachers (n=2) across a six-week period in two Irish primary schools. Data included children’s photo-diaries, photo-elicitation focus group interviews with the children, and interviews with their teachers. Results: Results highlight that photo-diaries supported children’s meaning-making processes about their learning, highlighting a variety of meanings grounded in the centrality of the body as performance of learning. Discussion/Conclusion: The value of photo-based approaches with primary school age children to access their meaning-making and influences on their understandings is highlighted.