Acknowledging the diversity of power theories and concepts, Haugaard (2002: 61) has argued that ‘we should not look for a single theory of power, but rather construct meso-level theories which we use as conceptual tools for specific tasks’. Adopting this argument, the purpose of this chapter is not to provide a comprehensive theoretical account of power or a summary of the many positions and debates in the field. Rather, it is an attempt to construct a theoretical framework for the specific task of analysing kid power as a multidimensional, intragenerational and intergenerational phenomenon. However, the way in which we think of power, and the particular theoretical framework we chose, is also to some extent a political decision, which may be controversial and have significant consequences (Lukes, 2005). The framework we have chosen to develop our analysis of kid power is therefore not neutral or objective, nor is it the only one which could possibly have been used for the task. Dowding (2012) has argued that discussions of power should be kept as non-normative as possible and not automatically assume either positive or negative elements. Throughout the book, we try as far as possible to draw on empirical material to discuss power as a concept rooted in children's realities, rather than presupposed ideas about its inherently positive or negative implications. In this chapter, we set out the theoretical basis for this endeavour.