Currently, I’m exploring the role of process designer more in-depth. In previous work, we have argued for extending the range of children’s roles identified so far with this additional role. Herein, we have laid the first conceptual foundations for elucidating what this role entails (i.e. “what is the role of process designer?”). Now, I’m building further on our work and investigating how we put the role of process designer into practice (i.e. “how do we make this role ‘work’?”). So far, I’ve pinpointed five ways in which adults and children in the ‘Junior Team 2018 – Stiemerbeekvallei’ case study gave form to the role of process designer in the preparation of and during the process: through creating a research plan, defining events, engaging in play, field explorations and taking design decisions. Whereas the first three ways departed from the children’s perspectives, the latter related to adults facilitating the role. I hope these five ways can translate into handles – for designers, researchers and practitioners – for adopting the role in real-life contexts and extend the debate on children’s roles in PD.