Recent reports show that almost half of the pupils in Sweden with foreign origin leave upper secondary school without a complete exam, as compared to 28 per cent of pupils of Swedish descent. Parents’ socio-economic background is the most crucial factor behind the low results of the former group (other than time of residence in Sweden). The specific aim of the study is to analyze and understand horizons of action and career choices in relation to structural conditions in their school-to-work transitions on the basis of individual narratives from 20 young people with unfinished upper secondary education. The analysis requires a combination of analytic tools to be able study and understand both structural factors - class, gender, ethnicity, education, labor market conditions, etc. - and how individuals act. The analysis of the narratives will be supported by a career theory of Hodkinson & Sparkes (1997, 2008) and with an intersectional theoretical approach studying complexity and variation in the interrelations between different categories of inequality (Mccall 2005). The study also takes into account the significance of place and time using space as a concept of spatio-temporality (Harvey 2006).