This paper considers experience of further education (FE) from a student perspective. Students were involved in a longitudinal research project designed to develop a comprehensive analysis and interpretation of their progress on a vocational study programme. Using case studies as part of a multi-method research strategy, students' motivation and logic were examined to create a better understanding as to why they enrolled on the course, how they experienced the course and how they made decisions about subsequent progression. The links between experience of FE and students' broader lives were explored in relation to situated learning theory and learning careers. This enabled in-depth analysis of students' beliefs, their experiences and learning and their perceptions about the context for learning. The students' lives are full of complexities that are often either ignored or misunderstood by educational planners. This article discusses the outcomes of the research and includes a description of the 'circumstantial curriculum', a concept to denote the individual collection of factors that define each student in this setting.