This study delves into the unique journeys of students with Additional Educational Needs (AEN) as they transition from mainstream secondary school to Further Education and Training (FET) colleges. With the introduction of the EPSEN Act in 2004, the Irish Education System has made significant strides towards inclusivity, particularly within primary and secondary schools. (Education for Persons with Special Educational Needs (EPSEN) Act, 2004) However, what happens when these students embark on their adult journey in the further education sector, without the constant supervision of their parents and the dedicated support provided by SEN departments and an SNA during their earlier educational years? The research focuses on five students enrolled in various QQI level five Post Leaving Certificate (PLC) courses at a FET college in Dublin. These courses range from Pre-University Arts to Art Portfolio Preparation to Pre-Nursing Studies. Each student involved in this study has disclosed at least one disability or AEN, which includes autism spectrum disorder (ASD), Dyslexia, Dyspraxia, Dyscalculia, Chronic Regional Pain Syndrome, and Anxiety. Their valuable insights and personal perspectives shed light on their educational experiences within the context of Further Education. The research is qualitative and uses semi structured informal interviews. This study aims to analyse the complexities and power dynamics of education through a Foucauldian lens by exploring the double-edged sword of care, policy implications, and the need for comprehensive training for educators.