Description: Topic: positive aspects of students' experience changing school as a premise for improvement of the school system. Research question: what dimensions of students' positive experience changing school are fundamental for improvement of the school system? Objective: to determine essential dimensions of students' positive experience changing school, which are fundamental for further strategies of research and educational policy improving the school system. Value: we tried to analyse school choice taking not a "negative", but a "positive", attitude; we determined positive dimensions of students' experience of changing school, which are fundamental for the further strategy of research and school system development. Conceptual or theoretical framework: in the scientific research conducted so far, it is emphasized that school transition is hazardous or even harmful to students' academic, psychological and social functioning. Nevertheless, quite a few countries of Western Europe have such a school system, where those, who wish to get at least compulsory education, must experience one or even more school transitions. Some other countries have the model of school system without marked transitions or are striving for it. However, either of the mentioned strategies of development of the school system is implemented hardly taking into consideration students' attitudes, whereas, students are the main clients and satisfaction of their needs is the core condition for education quality. Therefore, it is important to investigate students' opinion on school transition. But it is not right to focus an analysis mostly on negative aspects of school change experience. It is also important to analyze positive aspects of this experience, determining some essential dimensions in order to check later their validity for the whole population. This would be a significant premise for making decisions on further improvement of the school system and guaranteeing quality of education. Methodology: We applied a qualitative method of retrospective design, namely, a half-structured interview, to gather data from adults, who, being students, changed school. The sample included 45 people (23 men and 22 women) aging from 19 to 40 years old (nearly half of them were 20 to 22 years old). Half of the respondents are now studying at higher schools, the others are working. The data were analyzed using a classical method of content analysis. Conclusions: Analysis of the respondents' opinions shows that we can determine the following dimensions of positive experience changing school: personality development, further studying possibilities, life decisions making skills, development of the social network. These can be regarded as a foundation for further development of the differentiated school system, based on the estimations of the main clients, i.e. students.