This study investigates understandings of the concept of ‘participation’ within the context of a Swedish school, focusing on the differing perspectives of teachers, students, and school leaders. Despite a long-standing tradition in Sweden of recognizing children’s rights to influence their education, there remains considerable variation in how participation is understood and implemented among various stakeholders. We use Shier’s Participation Model as a framework for our examination of how participation is understood in schools, and to interpret findings from qualitative interviews conducted with teachers, students, principals, and a middle manager. Through these interviews, we explore different nuances of participation. The study seeks to understand how these different nuances can lead to variations in how participation works in practice.