Over the last twenty or thirty years or so there has been a sustained discourse on the part of politicians and educationists in the UK in general and in Scotland in particular, on the related issues of access and community. The rhetoric has been that of inclusion and equality. Although a number of measures have been attempted to ensure greater equality of access to higher education, the number of applicants to initial teacher education from communities which are deprived or socially excluded has remained stubbornly low. Thus, a situation has been engendered in which some communities remain unable to become self sustaining in terms of the production of their own education professionals. This has been especially true of the City of Glasgow, in the west of Scotland. The reality for many young people from areas of social exclusion is that access to higher education is either an aim which they do not consider as realistic, or perhaps one which exists outwith their consciousness altogether.This paper discusses and analyses the second phase of the Glasgow Access to Primary Teacher Education Project, outlining and analysing how this phase builds on the first phase. The first phase was described in detail in McPhee and Skelton, 2002. This funded project has been developed over some six years now and is currently in its third phase of development. It sets out to enable access to courses in initial teacher education within the Universities of Glasgow and Paisley by students from backgrounds within communities of social disadvantage, where there is no tradition of entrance to such courses. The approach to this issue is one of working with the motivation and self esteem of the students rather than uniquely on their academic skills and abilities. There are also substantial links to the communities through the involvement of the parents of the students. In parallel with the developmental track of the project, has been a research track. This has evaluated the success of the project not only in terms of the numbers of young people who have successfully completed it and gained admission to University; but also in terms of the impact which it has had on the schools and the families of the young people concerned.Results of research carried out as part of the project indicate that the high success rate of the first phase has been maintained, although the profile of entry has been changed. These results are evaluated and the implications for policy makers discussed.Reference: McPhee, A and Skelton, F (2002) Gaining Entry, Gaining Confidence: a study of the Glasgow Access to Primary Teacher Education Project. Widening Participation and Lifelong Learning 4(1): 22-31