This paper will report on the recent findings of a unique longitudinal study, conducted by the authors between 2000-2003 and funded by the Nuffield Foundation and the National Foundation for Educational Research. The study is set within a national (and international) context where Gypsy Traveller children generally have limited access to secondary education. This ethnographic study tracked and recorded the educational progress and experiences of a sample of 44 Gypsy Traveller pupils of secondary school age over a three year period. The purpose of the research was to gather and report upon the personal reflections, accounts, expectations and aspirations of the pupils themselves, their families and teachers in order to identify and examine the factors which may affect attitudes, levels of achievement, and continued involvement in secondary education. The sample of pupils was drawn from 15 different areas of England and reflected a balance of gender and ability. Data were collected twice a year throughout the duration of the study via in-depth interviews involving all relevant groups of participants, informal reviews with pupils and families, and postal surveys to schools and Traveller Education Services. OVERVIEWAlthough developments concerning the education of Traveller children in England have accelerated significantly over the past ten years, issues relating to access and achievement remain matters of concern. The situation is particularly serious for secondary age Gypsy Traveller pupils. While increasing numbers of Gypsy Traveller pupils are registered in the primary phase, this pattern is not maintained in the secondary sector. Evidence suggests that where Traveller pupils do transfer successfully to secondary school, their attendance is unlikely to continue beyond the age of fourteen. Official UK reports have highlighted the situation for Gypsy Traveller children of secondary school age as 'a matter of grave concern' (Ofsted 1996) describing these pupils as 'the group most at risk in the education system' (Ofsted 1999). Although it should be emphasised here that Travellers do not constitute a single, homogenous group, a number of common and significant cultural influences have been identified in the literature. Adolescence is the time when traditionally, young Traveller people are expected to help generate income or take on a wider range of domestic responsibilities. Some parents may hold the conviction that secondary education has little value or relevance to the Traveller lifestyle. Many Traveller parents express anxieties about their children's moral, emotional and physical welfare in, what they perceive to be, a strange and hostile environment. Previous studies suggest that Gypsy Traveller children are faced with a number of obstacles that limit their opportunities for educational engagement - particularly in the secondary phase. This three-year longitudinal study will provide a greater insight into those systems and processes as perceived by all relevant parties, but most importantly by the young people themselves.Sponsorship for this ethnographic study was provided by the Nuffield Foundation and the National Foundation for Educational Research. The project aimed to track and record the educational progress and experiences of a sample of 44 Gypsy Traveller pupils of secondary school age over a three year period. The purpose of the research was to gather and report upon the personal reflections, accounts, expectations and aspirations of the pupils themselves, their families and teachers in order to identify and examine the factors which may affect attitudes, levels of achievement, and continued involvement in secondary education.. The study was conducted in collaboration with schools and Traveller Education Services across England. The sample reflected a balance of gender and ability and included pupils with and without a family history of secondary attendance. All the children who agreed to take part in the study had been engaged in primary school education for at least the preceding two years. Although this effectively excluded highly mobile groups, the main focus of this research was concerned with the processes of secondary school transfer and retention for Gypsy Traveller pupils who were previously 'settled' in the educational sense. The research team opted for a largely qualitative paradigm although some quantitative methods were employed to gather data on pupil achievement levels and attendance records. The methodology was phenomenological in that it set out to describe the young people's experiences through prolonged engagement; seeking to identify patterns and relationships of meaning. Data were collected each April and November during the three year span. This was to avoid the traditional travelling patterns, to which some families adhere during the summer months. Methods included three rounds of in-depth interviews with all relevant groups of participants, three informal reviews and three postal surveys to schools and Traveller Education Services. It should be noted that the research design relied heavily upon the support of Traveller Education Services, who acted as gatekeepers and facilitators.