This article focuses on an investigation into the learning journeys undertaken by managers of a community education project in an area of urban deprivation. A constructivist interpretation of life history narrative revealed the positive effects of community workers' heavy dependence on experiential work-based learning, which resulted in the development of a collaborative learning style rooted in local culture. This strategy has been successful in the socialisation of isolated individuals and in attracting marginalised learners, who traditionally reject further education provision, into education. In addition, workers have been able to exploit opportunities provided by urban regeneration programmes to negotiate with policy makers to expand this type of educational support. The limitations of life history methodologies are implied by the use of additional research methods to reveal difficulties in raising the calibre of home-grown volunteers, which challenges Freire's traditionally accepted inclusive education strategies. (Contains 1 table.)