This paper reports on the social factors influencing the learning of two cohorts of school students and their experience of compulsory secondary education in a city in southern England - the secondary schooling phase of a 12-year, longitudinal ethnographic study that also tracked the same children's experiences through primary schooling. We embed our report of secondary school findings within the theoretical models and understandings generated by the "Identity and Learning Programme" as a whole.The paper addresses three key issues. First, the authors trace how social influences on learning broaden as young people develop through adolescence, and illustrate why viewing learning as social activity is so important. Second, the authors discuss evolving processes of social differentiation in relation to gender and social class. They draw particular attention to the dangers of over-simplified models of social reproduction. Finally, the authors review an analysis of strategic action and identities, contrasting the differentiated experience of young people attending independent and selective schools compared with those attending non-selective comprehensive schools. Overall, this analysis seeks to complement studies of differentiated educational outcomes by suggesting possible social processes that could help to account for them. The "Identity and Learning Programme," both in its secondary phase and as a whole, shows clearly how individual agency enables young people to cope with their circumstances. However, in so doing, they both reproduce elements of constraint/opportunity and construct others anew. This has significant implications for policy and practice. (Contains 3 figures and 1 note.)