Many existing studies of diversity are concerned with social groups identified by externally determined factors, for example, ethnicity, gender, or educational attainment, and examine, either quantitatively or qualitatively, issues delineated by these. In evaluating methods used in previous research, we consider ways in which the adoption of "person-centred approaches" in our research might better explore subjective perceptions of difference as experienced in young people's schooling. We critically examine our initial findings in seeking to define the language and scope of difference expressed by young people aged 18-20 years with a variety of educational outcomes, including higher and further education, training, employment, and unemployment. We then propose some appropriate methodologies for further exploration of how difference is embodied and enacted during young people's schooling years. (Contains 1 figure.)