Creating an emotionally secure learning environment is vital for care-experienced young children. This mixed methods case study followed 10 primary aged children to determine the possibility of improving emotional security in the classroom. Data were also collected from teaching staff. Findings suggest that the majority of participants maintained or improved classroom confidence, trust in staff, self-esteem, behavioural regulation and engagement with learning after adaptations had been made to the school curriculum and curriculum delivery. Key recommendations are that child progress is not linear, staff support and supervision is vital and curriculum underpins engagement.