The purpose of the present paper is to investigate and explore why education organised around production may seem meaningful to youngsters who are at risk with leaving the traditional school and educational system. Education organised around production is here defined as educational activities organised by the state authorities or other educational providers which take outset in producing goods to be sold to real customers outside the school. It is becoming increasingly important to consider learning arrangements for youth “at risk” because access to training and education is acknowledged as a key to ensuring social inclusion and increased labour market participation. This is particularly relevant for groups that have traditionally been excluded from, or marginalised in the labour market (Piercy, Murray & Abernethy, 2006). Based on a broader project conducted in Northern Jutland, Denmark, for “Youth at Risk”, the case-stories of three young people (Ivan, Daniella and Lisa) are presented, evaluated and discussed. Their experiences of dropping out of secondary and vocational school, and in the cases of Ivan and Lisa, of taking part in production-oriented education, are analysed. The results indicate the importance of closely monitored teacher and/or adult support for students “at risk”. Furthermore, the students’ perceptions that problems are real, self-owned and authentic facilitate a more general theoretical discussion of learning opportunities.