Aim: With the visibility of transgender individuals increasing, together with the awareness of associated challenges, it is important that research looks to understand the experiences of this population. This study explores the views and experiences of transgender pupils attending secondary school, with a focus on the factors participants report to support or hinder overall positive school experiences. Method: Semi-structured interviews were conducted with 10 transgender participants aged 11-16 years and data was analysed using reflexive thematic analysis. Findings: The overarching theme 'acceptance and validation' was developed as the central thread to all participants' views and experiences. Five main themes were also created: seeking acceptance and validation; receiving acceptance and validation; active rejection and invalidation; passive rejection and invalidation; and consequences of rejection and invalidation. Limitations: The sample includes a low representation of lower secondary school aged youth and trans females, and participants who were receiving charitable support. Conclusions: Participants appeared willing to risk what belonging they have experienced trying to 'fit in' and conform to cisnormative expectations, taking the journey to embody their authentic selves in the hope of finding genuine belonging in a typically cisnormative world. It is important that youth across the gender spectrum find belonging in truly inclusive school environments; implications for policy makers, schools, and educational psychologists are discussed.