Community is an ambiguous concept, and the meanings of community as a subject of study have received a great deal of attention across various disciplines. This paper discusses how children’s diverse meanings of community shape and are shaped by the social, cultural, and physical environments of their everyday lives. To explore these meanings I combine principles of child-centered research and qualitative geovisualization into a research methodology. I demonstrate that this integration displays the transformative nature of qualitative analysis and visualization to support interpretive analysis of various forms of qualitative and spatial data together, and offers us a hybrid methodological framework for gaining insights into the diverse meanings of community held by the children. The main case study is drawn from a multi-year research collaboration called the Children’s Urban Geography (ChUG), in which I participated along with children who lived in a relatively poor but emerging multi-cultural Hispanic neighborhood in Buffalo, NY.