In recent years interest has arisen in developing ”child-friendly cities”. Research into this area has so far not taken place in Sweden, though it has occurred in other countries (cf. Chawla, 2002; Bartlett, 2003; Horelli 2004). The Convention on The Rights of the Child and Agenda 21 are invoked in today’s call for a child-centred perspective and children’s right to participate. Children are regarded as knowledge-producers and bearers of different competencies (cf. James and Prout, 1990). The child-centred perspective of children has many aspects. It is not synonymous with the child’s perspective. The distinction can be made in terms of who constructs the perspective. Is it the child or is it an advocate of the child? The child’s perspective means that children themselves have made their own contribution. A child-centred perspective places the focus on trying to improve children’s living conditions and looking after their best interests. How are these two perspectives expressed and differentiated with regard to views of child-friendly cities? The research project ”Children’s outdoor environment – a reality with different interpretations” (Björklid & Nordström, 2003) examines not only children’s (11-12 years) and parents’ perceptions of children’s outdoor environments, but also earlier generations’ views of an ideal child-friendly city along with the views of different professional groups. This paper describes views of child-friendly cities partly through interviews with children and partly through interviews with professionals who have a child-centred perspective. Comparisons are made with results from studies of children’s urban environments carried out by research groups in Rome and Helsingfors (Haikkola and Horelli, 2005; Pacilli et al, 2005), where the same methods are used. Horelli (2005, forthcoming) defines environmental child-friendliness as “a complex multidimensional and multilevel concept. It refers to settings and environmental structures that provide fit or support to individual children and groups who take an interest in children’s issues so that children can construct and implement their goals or projects”. By studying and comparing children’s environments in big cities, we aim not only to point out the risks associated with different environments but also the possibilities for sustainable development that different environments can contribute towards.