Traditionally, research has been done on people with learning difficulties, rather than with them. However, attitudes to this issue are changing. On the one hand some people with learning difficulties are seeking more active involvement, while on the other both researchers and funding bodies are exploring ways to involve people more widely within the research process. This article gives examples of people with learning difficulties helping to set the research agenda; advising and assisting with research projects; undertaking research themselves; and being both the target of, and actively involved in, the dissemination of research. It concentrates on describing practical examples of involvement rather than the theoretical context and debates surrounding it.