This paper defines photo elicitation, traces its development and use within research, and explores its potential use within a teacher education classroom setting. The paper will argue that photo elicitation enhances the possibility of conventional research and reflection, particularly when researching across cultural and language boundaries. I will draw on the insights gained during a small-scale research project conducted using photo elicitation as one form of data collection while interviewing English Language Learners (ELLs), and the use of reflective photo elicitation within a teacher training classroom setting. This paper reasons that photo elicitation, when used as a basis for interviewing, teaching and reflection, can act as a powerful trigger for memories, and can evoke unexpected and varied topics of discussion within the research setting. The challenge is made to researchers and teachers within ELL fields to extend their use of photo elicitation as a means of gaining deeper insights into their ELLs.