In Years 8 and 9 of secondary school Josh was a self-confessed troublemaker who hated school, frequently truanted and was at risk of early leaving. In year 9, a teacher invited him to join the "Scaly Survivors" program operating at his school. By year 11 Josh was the student leader in that program and a mentor to younger students. In year 12 he was elected School Vice-Captain, and successfully completed his secondary school studies before moving into employment. Whilst recognising the interrelated and complex set of factors that influenced the "turnaround", here we focus particularly on the role of one teacher, Mr. M., who played a significant part in changing Josh's educational trajectory. In taking this focus, we seek to add to theorising about the beliefs and behaviours of teachers working with young people who have not been well served by schooling. In particular, we note the literacy work which was a critical element of the turnaround. (Contains 1 note.)