This paper problematises the challenges experienced in enacting participatory research in the current PhD study. The study sought to address outcomes in mathematics for Irish children from socioeconomically disadvantaged contexts, and the pedagogical discontinuity across the preschool to primary school transition that is seen to compound the issue. While participatory research methods have grown in prominence across a number of fields as a way to actively involve community members as co-researchers, it has not been widely used in the context of Irish education. Two case study settings were involved, each bringing together preschool and primary school teachers to create cross-sectoral learning communities. However, the challenges faced in realising participation in the research process resulted in the need for a methodological pivot in the second cycle. The focus of participation shifted from co-researching to participation in ‘communicative spaces’ that provide a forum for teachers’ practice, understanding and knowledge to be collectively examined, resulting in actions that challenge ‘the way things are done around here’. Reflection on the factors that constrained participation as co-researchers pointed to structural, systemic, educator and researcher/design factors. Acknowledging ‘uncomfortable’ truths in relation to the research process highlighted several ethical considerations and facilitated an understanding of the conditions and processes that could enable different forms of meaningful participation in future research.