This paper aims to provide an answer to the question, How do young people form and transform their vocational aspirations? It does so through drawing on an in-depth, empirical, longitudinal study that explored the thoughts, feelings and perceptions of young people (aged 14-19) on this issue, during their two-year courses at an English further education college.In order to explore the ways in which these students were forming and transforming their vocational aspirations over time, and because the starting point was their choice of course, the study used primarily the interlinked concepts of 'careership' (Hodkinson and Sparkes, 1997), 'learning career' (Bloomer, 1997) and 'learning culture' (James and Biesta, 2007), alongside theories of identity formation as socially constructed. The study added to a body of previous work relating to the aspirations of post-16 school or further education students in the United Kingdom (see for example, Bloomer and Hodkinson, 1997, 1999; Rudd and Evans, 1998; Ball et al., 2000; Dwyer and Wyn, 2001; Fuller and Unwin, 2003; Francis et al., 2003), but with a different focus and contexts from these earlier qualitative studies. It differed from them in this specific combination of focus and contexts: a focus on the formation of vocational aspirations (rather than on the transition from school to work); a context that was semi-rural rather than urban; and an age-context spanning compulsory and post-compulsory education all within further education.Using an interpretative methodological approach, qualitative data were obtained primarily through repeated semi-structured individual interviews with 36 selected students from three different courses, two 'vocational' and one 'academic'. Five interviews (each lasting between 45 and 60 minutes) were held with each student, one near the beginning and end of each of the two years of their course and one approximately six months later. Data were also obtained through repeated semi-structured individual interviews with the main tutor for each course, and through classroom observations.Conclusions or expected outcomes or findingsThe paper details the interlinked influences on how the student participants formed and transformed their vocational aspirations, influences from both outside and inside college and in which class was a persistent feature. It adds to the theory that life chances for many are still highly structured, although young people tend to think of themselves as the sole agents of change (Ball et al., 2000; Archer and Yamashita, 2003). It reveals students' propensity to form their aspirations in a context of 'living in the present', together with a concomitant reluctance to join the 'adult' world (see also studies by du Bois-Reymond, 1998; Evans, 2002, for similarities and differences in other European contexts). Furthermore, the paper points out similarities between the younger and older students, and between the vocational and academic students in their vocational aspiration formation. The attitudes and values revealed here contrast strongly with those underlying much current national government policy and practice concerning vocational course choice and careers education (see also, Davies and Tedder, 2003; Davies and Biesta, 2007), and could provide a useful point of comparison with policies and practices of other European countries. At a time when the 14-19 curriculum continues to be under particular scrutiny, the paper argues that a discussion is needed with policy makers and practitioners which takes into account the implications of the reality of the ways in which young people form and transform their vocational aspirations.Archer, A. & Yamashita, H. (2003). 'Knowing their limits?' Identities, Inequalities and inner city school leavers' post-16 aspirations. Journal of Education Policy, 18, 1, 53-69. Ball, S.J., Maguire, M. & Macrae, S. (2000). Choice, pathways & transitions post-16New youth, new economies in the global city. London: RoutledgeFalmer. Bloomer, M. (1997). Curriculum making in post-16 education - the social conditions of studentship. London: Routledge. Bloomer, M. & Hodkinson, P. (1997). Moving into FE: the voice of the learner. London: Further Education Development Agency.Bloomer, M. & Hodkinson, P. (1999). College Life: the voice of the learner. London: Further Education Development Agency. 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Learning as apprentices in the contemporary UK workplace: Creating and managing expansive and restrictive participation. Journal of Education & Work, 16, 4, 407-426. Hodkinson, P. & Sparkes, A. (1997). Careership: a sociological theory of career decision making. British Journal of Sociology of Education, 18, 1, 29-44.James, D. & Biesta, G. (2007, forthcoming). Improving learning cultures in further education. London: Routledge. Rudd, P. & Evans, K. (1998). Structure & agency in youth transitions: Student experiences of vocational further education. Journal of Youth Studies, 1, 1, 39-62. Following feedback at the Conference, I plan to submit the paper to a national/European/international journal.