The ideal-typical distinction of normal/choice biography has been adopted by many youth researchers over the last 17 years as a means of approaching how vocational adolescents take decisions in a context in which life transitions are reversible and unsafe. In this article, we aim to show that this distinction is overestimated, by focusing on a specific problem current research has brought to the fore. While the agency of working-class adolescents until the 80's resulted in social reproduction without their habitus being threatened by this intergenerational class continuity, what can we say concerning how today's working-class adolescents' identities are formed, given that they remain in vocational schools for a long time? Through life history interviews with 18-year-old vocational adolescents, we examine the reasons why biographical reflexivity plays a crucial role in habitus formation in "normal" biographies and in their decision-making when they face turning points during their school years. We throw light on the narrative devices through which vocational adolescents are trying to reconcile in their identities the embodied skills they acquire in disadvantaged life worlds with the official knowledge vocational training offers. We argue that these devices set in motion a kind of biographical ambivalence which we consider to be crucial regarding their life transitions.