Concern has been expressed about the quality of alternative provision for young people with social, emotional and behavioural difficulties, and the poor academic and social outcomes many experience. Little research has sought the views of the young people themselves regarding the enablers and barriers to positive outcomes they have encountered. A total of 16 semi-structured interviews were conducted with participants aged 12 to 16 years drawn from pupil referral units in two local authorities. Thematic analysis of the interview transcripts identified a range of factors perceived by the young people as enabling or impeding their achievement of positive academic and social-emotional outcomes. Implications for practice development in pupil referral units are discussed, along with the importance of pupil involvement for improving engagement and outcomes.