This article presents results of an investigation that explored the school pathways of young Argentine unskilled workers without a secondary degree. Different factors that contributed to their not finishing school, and the manner in which educational institutions provided (or not) continuous support, were analyzed. Ten in-depth interviews with young individuals were conducted using a narrative approach. The results reflect how personal, family, work, social, and institutional factors converged to their discontinuous school pathways. Reflections are made from the field of guidance and counseling on the institutional role and how they can help students to build meaningful and sustainable lives.