A core principle of design-based educational programming is its focus on iterative improvement through the incorporation of viewpoints from multiple stakeholders. The youth who participate in informal physics programs are heavily invested and spend their time and energy interacting with the program; however, their feedback is not often considered in the iterative design process. The Partnerships for Informal Science Education in the Community (PISEC) is an informal physics program adapted from the design-based Fifth Dimension afterschool model. Here, we consider the child participants as stakeholders in the program and ask what it is that children value in an informal physics program. Semi-formal interviews with the children are coded within the context of the Fifth Dimension framework to understand the youth perspective on a program built with physics practice as a core principle. We see a variety of themes in the children's responses that align with Fifth Dimension principles and additionally aligns with several practices outlined in the Next Generation Science Standards.