In many Western societies, earning a degree is considered an ultimate educational achievement. Second chance education (SCE) serves as a distinct pathway for those who have dropped out of school, allowing them to re-enter the educational system. Understanding the specific obstacles and needs of students in SCE is crucial for providing better-tailored support. However, limited knowledge exists about the challenges faced by students seeking to enrol in SCE. This qualitative study conducted in-depth interviews with 28 drop-in students (M[subscript age] = 30) to explore these barriers and needs. Identified barriers span institutional, situational, environmental, and life-course levels. Primary needs centre around warm and accessible teachers, as well as flexible, student-focused learning options. The results underscore the value and significance of second chance education as a unique pedagogical context for drop-in students. It also emphasizes that the insights gained from SCE can inform improvements in regular, first-chance education, serving diverse student populations. Lastly, SCE serves as a societal mirror, urging a re-evaluation of the broader discourse in education. Overall, this study calls for more appreciation of SCE, acknowledging and recognizing its unique pedagogical context, dedicated teachers, and determined students.