This study tracked the careers, over 2 years, of 193 young English people (particularly at-risk groups) after their permanent exclusion from mainstream schools during 9th, 10th, or 11th grade. The study investigated the impact of pre- and post-exclusion processes, provisions, and outcomes on these young people's life-chances and wider indicators of interventions that made a positive difference. Data from interviews, informal contact, and document analysis indicated that many young people had severe social difficulties beyond school prior to exclusion. Those who considered their exclusion unfair were more likely to be engaged in education, training, or work 2 years later than those accepting the exclusion as fair. Approximately half of the respondents were engaged in education, training, or employment 2 years after permanent exclusion. In achieving these outcomes, several factors were important, including belief in their own abilities, support from family members or friends in networking into the community, and feeling that their permanent exclusion was unjust. Ethnicity rarely related to outcome. No one type of provision was associated with achieving more successful outcomes. The mean time from exclusion until school districts made offers of substantial alternative placement was 3.3 months. Re-integration into mainstream schools often failed. A review of the literature on expulsion and the interview questionnaire for youth are included in the appendices. (Contains approximately 120 references.) (SM)