With almost one-third of young people unemployed or underemployed, it is important for early school leavers to gain skills that improve their employment opportunities. The role that vocational education and training (VET) plays is critical, particularly for young early school leavers. Through interviews and focus groups with young people and those from organisations and agencies serving the interests of young people, as well as with training provider staff, this study sought to determine what actions and initiatives would maximise the successful entry into and engagement with VET for young early school leavers. The focus of the study was on selected economically disadvantaged areas in Queensland, Victoria, and Tasmania. A theoretical framework drawn from existing literature guided the direction of the data collection and analysis. The framework took into account the various factors that may impact upon a young person's likelihood to engage with the VET sector at three critical times: just before commencement, at the enrolment phase and then during the subsequent training. Key findings from this study include: (1) At the pre-enrolment stage, information is vital. Training providers and support services need to work together to "demystify" the VET sector for young early school leavers to enable them to gain a greater awareness of what VET is and what it can offer them. Connecting with families, schools and other community groups will help to raise awareness among young people about VET options; (2) At enrolment, the complexity of the process, as well as of VET funding and subsidy structures, can be overwhelming for young early school leavers. "Engaging" young people in the process through the provision of well-communicated information on course choices and financial support, and making the enrolment process as simple as possible are crucial changes needed at this stage; and (3) During training, the provision of multiple "supports"--logistic, academic, or social--from both training providers and support services working together is needed. For example, support may take the form of scheduling timetables around public transport availability or helping the young person to plan how they will travel to and from their course; or offering assistance or referrals to other organisations to help them to develop their language, literacy, numeracy or learning skills. Contains appendices.