Previous studies of children´s physical activity focus on the importance of movement based on health reasons (Chaput et al., 2020; Rosell et al., 2021; Santana et al., 2017). However, the studies say little about children´s view of movement and what is needed for them to be able to move. The school provides a platform to give children opportunities to move, but today not all children are given the conditions they require (Nyberg et al., 2021). This study therefore aims to investigate how children (10-12 years) experience their opportunities for movement at school, and how their rights to have a voice are included. The goal is also to find answers to the question: how do children experience participation in terms of movement in school? The methods are inspired by the Mosaic Approach (Clark, 2017), where children are seen as competent, which relates to the foundation of this study (Corsaro, 2000, 2018; Mayall, 2015; Quennerstedt et al., 2020). Child-led tours and interviews have been carried out with 22 children. To make visible and problematize how children experience opportunities for movement and participation, the results are presented in the form of composite narratives. The results from this study contribute with knowledge about how children´s rights are embedded when school promote movement.