This research project investigates the area of Youthreach education, exploring its status as a sector in Irish education. Specifically, it argues that Youthreach is often perceived as a lower status form of education and hence holds stigmatizing effects for the sector and its learners. This research intends to use the concept of recognition to explore the issue, and to begin to turn the tide on it through an active case study approach which will explore the following questions; 1. What type of education is on offer in a Youthreach center? 2. Using the concept of recognition, what status does Youthreach have in the Irish education system? Is it stigmatized as a form of education? 3. How is the status of Youthreach education related to the early school leaving profile of its learners? How does the issue of class relate to this? 4. How can Youthreach respond to these challenges? 5. How do personal stories from Youthreach students transform attitudes of parents within these communities? This research with Youthreach students, members of Two Parents Association of second level schools and a Youthreach coordinator highlighted the themes of i) interpersonal relationships and learning between teachers and students in Youthreach, ii) the role that social class plays in the misrecognition and stigma of education sectors such as Youthreach, iii) How recognition operates through the fear of the unknown and iv) the potential of individual stories about educational experiences to transform attitudes. The research gives a platform through narrative research to three Youthreach students so that their voices, opinions and stories can be heard by parents within their communities. The research reveals the power of narratives for learning and attitudinal transformation based on discussion of their educational experiences. Their stories highlight the damaging effects of early school leaving and how they got their education back on track, with the assistance from the Youthreach programme. Such an initiative however also raises question about the scale of transformative learning and whether narratives can hold a longer – term impact.