This study explores the relationship between social class and engagement with education. A qualitative approach was used in the investigation. Four participants narrated their stories of their journey through the education system. Three participants were at Bachelor of Arts level in a community education centre and one at Masters Degree level in an Institute of Technology. A focus group, comprising women from an English/Literacy class in a community education centre was conducted using the following themes which emerged as significant in the narratives: • Social and cultural norms • Conditions in the classroom (a) the State (b) the teacher • Parental support • Community education The four narratives and a summary of the findings from the focus group is also given. They are then analysed under the themes already mentioned. The findings demonstrate that although there is a strong relationship between social class and engagement with education, the other four factors are quite significant. In order to ensure a more equitable education system, the State must take responsibility for the legislation which impacts on education. It is also responsible for the provision of remedial services and these should be available to all children who need them. Teachers must be aware of the importance of their role in providing a classroom environment which is conducive to learning. The study emphasised the importance of parental support in children’s education and the need for the government to support parents in their efforts to do this by the provision of parenting courses and other services which would benefit families in this regard. All the participants were unanimous in their praise of community education and how it had impacted positively on their lives. It is imperative therefore that the government reconsiders its decisions to reduce funding for worthwhile services such as family support projects and community education.