This thesis was motivated by the widespread use of social media by children, and the lack of research on perceptions of their own use. It expands on previous research which, while sometimes including children’s voices, largely focuses on the negative impact that social media has on well-being. Instead, this thesis seeks insight into children’s views on their and their peers use of social media, what motivates their particular use, and how they describe the positive and negative experiences of it. Semi-structured interviews were conducted with children between 12 and 15 years old and thematic analysis was used to consider the data, along with an interpretivist and contextualist epistemological approach. The themes included, firstly; social media as a place for children to connect and to spend time, secondly; positive experiences that included, learning and inspiration, fun and happiness, and perspective taking, thirdly; negative experiences relating to privacy and anonymity, bullying and bad feelings, and a lack of social clues, and lastly; a particular peer culture which included gender differences as part of their experience of using social media. The study concludes that, though research on social media and children has been largely looked at in terms of risk, children see it as a normalized aspect of childhood where they socialize with friends, spend time playing and learning about different things, and hang out with their peers. Social media is described as a neutral tool by the children. With this notion of neutrality, by further understanding children’s experiences and perspectives, there could be more support in ensuring that this tool is shaped and used in a way that works more in their best interest. Social media is inevitably a big part of children’s leisure time today, and ‘moral panic’, being a persistent rhetoric around childhood, may not be helpful for children.