In the United Kingdom the educational phase that exists between compulsory school (for ages 5-16) and universities is dominated and controlled by the Learning and Skills Council (LSC). This body was established in late 2000 as a state funded quasi-governmental educational agency. This small scale qualitative study of educational provision in the Midlands region of the UK has taken for its focus the declared intent and vision of a dominant, if not sole, education provider--the LSC--to put the individual student at the heart of its processes. It has attempted to juxtapose this vision with the views and perceptions of those who have engaged with the organisation's processes and have dropped out. The reasons for this are varied but suggest, overall, a dissonance between the vision promulgated and the experiences and satisfaction levels of students. This apparent dysfunctional state of affairs is worrying at both micro and macro levels. Special cause for concern are the perceptions of the black and Asian ex-students. Some recent findings highlight the need to pay attention to the issues they raised. Despite the government's commitment to ensure that all 16 year olds continue in education, this qualitative study found a high level of individual dissatisfaction with the way that the LSC provision operated in one specific region. This calls into question the LSC's stated vision and mission to raise educational participation and engagement by "putting individual learners at the heart of the system." The authors believe that there is much to be gained by listening to students and keeping them at the epicentre of any educational process. Based on the experiences gained during this work, the authors suggest a strategy for improving retention that centres on the student.