My thesis is the story of my search for pedagogy as a specialist behaviour support teacher employed by a County Council Educational Psychology service. My students are at high risk of exclusion from school and many of them categorised as having emotional and behaviour difficulties. I realised that I was a teacher without a relevant or effective pedagogy to facilitate useful learning by my students. My research aim was to find a pedagogy, to develop my practice in connection with its theory. In my research I have used a fully qualitative life story/life history approach supported by the ontology of critical realism. As I began this research in 1998 I joined the pedagogical history of `The Place', a new Pupil Referral Unit set in an old building which been the location for earlier forms of support. I have connected this history with my own experience and described the finding of my pedagogy, an interpretation of solution focused brief therapy. Through stories from my practice I have explained my pedagogical theory based on this approach and connected it to my practical teaching work with children and young people. This account adds to knowledge about effective teaching and learning for a socially and educationally vulnerable group of students, who are a focus of attention in the current drive on behaviourp roblemsa nd underachievemenint schools