Drawing on the voices of students, parents and teachers from a secondary school located in a regional area of Australia in a township characterised by its high welfare dependency and Indigenous population, this article explores the tensions between how marginalised students see themselves and how they are seen by their peers, teachers and fellow community members, with reference to Bourdieu's concept of "habitus." The article moves towards a theorisation of a "reproductive habitus" (those who recognise the constraint of social conditions and conditionings and tend to read the future that fits them) and a "transformative habitus" (those who recognise the capacity for improvisation and tend to generate opportunities for action in the social field). While some teachers appear to be attempting a transformation of students, the article concludes that instead, teachers should value and give voice to who students are, as they identify themselves. They should be more concerned to transform schooling; to provide educational opportunities that transform the life experiences of and open up opportunities for "all" young people, especially those disadvantaged by poverty and marginalised by difference.