This paper examines findings from a recent study of school exclusion and education other than at school (EOTAS) in Wales, where the most recent statistics reveal that nearly 90% of students in EOTAS have special educational needs, nearly 70% are entitled to free school meals (often used as a proxy indicator for poverty in the UK), and three quarters are boys. There is clear evidence from previous research that school exclusion has a negative impact on positive transitions from school and on future life chances. The paper begins with an examination of the processes leading up to exclusion, the nature of alternative education provision and young people’s experiences of, and reflections on, such provision. The interviews with young people suggested that some aspects of alternative provision were regarded as more positive than previous experiences within mainstream classes. The paper concludes with a discussion of changes, many suggested by these young people, which might be required in mainstream school and alternative educational provision in order to ensure that preparation, support and opportunity to develop skills and attributes helpful in life beyond school are placed at the heart of school experience for vulnerable children and young people.