This paper presents an innovative method for qualitative research in education. The video dairy technique was developed and used alongside other qualitative methods to map the socio-cultural landscape of primary-school children's learning dispositions prior to their transfer to secondary school. The larger project comprised a case study of a group of children transferring from one Year 6 classroom to their local comprehensive secondary school, with particular reference to their learning of mathematics. Theoretically framed by Pierre Bourdieu's sociological tools, the study explored the impact of three fields--school, family and peer group--upon children's learning dispositions and trajectories at this school interface. The alternative perspectives afforded by the diary entries highlighted the inter-relatedness of the three fields of interest, often in ways that had not been anticipated or considered. I will explain practical aspects of the process and consider some of the challenges that might be experienced by researchers using video diary techniques.