According to the UN Declaration of the rights of the Child, issues concerning children should be dealt with from the child’s perspective. In this study, eleven children with cochlear implants were interviewed about their experiences of wearing an implant. The study is theoretically based in modern developmental psychology, emphasising the child’s own activity in relationships and interaction with the surrounding where meaning and comprehensibility are important concepts for a positive psychosocial development to take place. The study is qualitative and the interviews were semi-structured. The children were between 8,5 and 10,5 years. Six of the children attended special schools for the deaf and hard of hearing, five attended general educational classes. Some of the children had memories from the time of the operation and they remembered that they experienced a strange sound when the processor was turned on. There had been certain problems with the processor, like battery problems, too long wires, which could be enervating, and also beak down of the processor. Most of the children now had head-born processors, which the children thought was positive. All but one of the children used the implant daily. The implant enabled the children to perceive sounds in the environment, which the children considered as positive. Comprehension of what was said at home and in the general education class was sparse. The implant enabled the children to perceive and understand simple statements, questions or comments but not more advanced reasoning or discussions. This was in accordance with the opinion of the children’s parents and teachers. The children in the special schools considered speaking difficult. Peer interaction was best when the other children commanded at least some sign language.