Participation rates are low in further education (FE). In attempts to increase participation for disadvantaged young people (YP), government initiatives, such as raising the participation age to 18, A Level reform, enhancing the quality of apprenticeships and work-based learning and placing emphasis on English and Maths qualifications have, been employed. Additionally, The Department for Education (DfE) has committed to supporting young people in their transition from school to FE, emphasising the link between transition experiences and retention. In this literature review, we aim to answer the broad research question above. Drawing on literature searches across relevant databases, and hand and citation searches, a meta-ethnography using six relevant articles led to construction of a line of argument. Four overarching themes (each with sub-themes) were constructed: a new social world -- new beginnings and peer relationships; motivation -- feeling valued, motivation to progress and aspirations; challenges -- uncertainty and adjusting to change; support -- expectations of support and teacher support. These themes appear to be important to YP in their transition and they are mediated through development of relationships with others and with the environment. The themes are situated within psychological theory and policy literature, in particular, the Preparing for Adulthood (PfA) Framework.