The power imbalance between adults and young people in research relations has been well documented, including the necessity of adopting appropriate methods when working with young participants. However, the actual spaces and places in which research occurs remains relatively neglected within children's geographies, despite its methodological significance and the important ethical and spatial issues it raises. The purpose of this short article is to offer an intervention into the ways in which the spaces/places of research, even the very small, almost insignificant sites, have to be considered as integral to research planning and implementation. Drawing on recent school-based research with young teenagers, the paper will demonstrate how a storecupboard became constructed as an important research space/place within the school. As an alternative, liminal or 'thirdspace' the storecupboard allowed for a more nuanced understanding of teenage practices and performances than previous classroom-based research encounters.