The experiences of young women in Victoria, Australia, who left school before completing their secondary education were examined to identify the issues facing female early school leavers and the policy implications of those issues. The study was based primarily on data from the Youth Research Centre's Disaffiliated Early School Leavers study, a longitudinal study of 132 early school leavers (including 57 young women) that began in 1990. Special attention was paid to the following topics: (1) pathways taken (employment, reliance on income support or family support, involvement in illegal activity); (2) participation in education and training (secondary school, SkillShare, technical and further education, apprenticeships, traineeships); (3) accommodations; (4) services and support received; (5) outcomes of postschool activities; (6) barriers encountered by female early leavers; and (7) early leavers' plans for the future. The young women's experiences were discussed from the following standpoints: their place in Australia's new education and training agenda; their transition to independent adulthood; and educational practices that can assist their transition (curriculum design, reentry, monitoring). The study documented the struggles of female early school leavers and confirmed that Australian schools must ensure that their curriculum provides for all girls and women, including those not on a "university track." (Contains 43 references.) (MN)