Aim: The aim of this study was to describe children’s and parents’ experiences of the significance of standing in a standing device. Methods: Individual interviews were performed with six children/teenagers (aged 7–19 years) and 14 parents. The interviews were transcribed and analyzed using a qualitative content analysis. Findings: The analysis resulted in the major theme, the duality of uprightness and the related themes: (1) the instrumental dimension of standing; (2) the social dimension of standing; and (3) the ambivalent dimension of standing. Each of the themes comprised several subthemes. Conclusions: There is an inherent duality related to the use of a standing device. Standing in a standing device was seen as a treatment of body structures and functions, as well as a possible source of pain. Standing was considered to influence freedom in activities and participation both positively and negatively. The parents experienced that standing influenced other peoples’ views of their child, while the children experienced standing as a way to extend the body and as something that gave them benefits in some activities. Physiotherapists working with children should take into account both the social and physical dimensions of using a standing device and consider both the child’s and the parents’ views.