This research examined the lived experiences of seven young people living in North Dublin who left mainstream education before the Leaving Certificate, the final state examination at the end of second level education in the Republic of Ireland. These young people all returned to full-time education in an alternative education setting where they then undertook Quality and Qualifications Ireland level certifications in general learning, construction studies, sports, and catering. The Interpretative Phenomenological Approach was applied. Each participant had self-reported experiencing one of the following adversities in childhood: death of a parent, having a parent in prison, growing up in care, parental separation, parental homelessness, or poverty. There were additional factors also reported including family history of early school leaving, experiencing mental health difficulties, experiencing domestic violence, child abuse, and parental drug use. There are four main findings. These findings are grouped under the following headings: The concept of time and memory; Who Cares? The loss of a mother figure and the importance of friendship; School structures; and Support structures. The implications for each of these findings extend into the areas of policy and practice in education, social work, youth work, mental health services, and family support. The examination of young people’s experiences of services and support in these areas gives voice to a marginalised and often unheard cohort of people in our education and care systems.