Global education policy discourse is based on an unshakable belief that more and improved skills will promote economic prosperity, global competitiveness and social inclusion. In England, the Further Education and Skills sector (FES) has emerged as the vehicle to deliver these skills. However, the portrayal of FES as focusing primarily on vocational education for people often adjudged to be 'not academic' positions the sector at the bottom of the educational hierarchy, with negative ramifications for those who teach and study in it. This paper applies a case study approach to explore the lived experiences of five trainee FES teachers completing their initial teacher education (ITE). Drawing on contemporary interpretations of Bourdieu's theory of habitus, I develop Morrin's notion of hauntings to explain the psycho-social, historical and spatial influences on the trainees' responses as they re-enter the field of education as teachers.