In this chapter, we will use ethnographic data to investigate how young unaccompanied people talk about school and school life in relation to racism and administrative violence. Like Philippe Bourgois (1995/2003), we argue that ethnography is suitable to studying how oppressive structures penetrate people’s everyday life, including their emotional life. We will first address how the young people themselves talk about the value of school and education. Going to school, however, is affected by specific terms and conditions, creating obstacles related to their position as unaccompanied young students. This is first discussed in general terms, before we delve into four themes related to such obstacles and challenges: family, religion, racism, as well as expectations and adaptations. The chapter ends with a summary discussion of what we consider precarious schooling.