This thesis aims to provide an insight into the discursive construction of a Looked After Young Person (LAYP) as a learner. Adopting a social constructionist standpoint, I acknowledge as researcher, that the results are my interpretation and the aim is not to produce 'truths' that generalise to other LAYP but to offer an insight into a case which may inform practitioners when working with these young people. The study extends on previous research investigating the educational outcomes of LAYP by providing a more in-depth analysis of a case, recognising that every young person is unique and should be treated as such. Within the research, language is viewed as constitutive and functional and the study investigates how discourse is used by the LAYP and the professionals who work with her to construct her learner identity. Wider societal discourse is also considered and following a review of the literature, I suggest the dominant discourse in society constructs the LAYP as failing educationally and in need of support. The data was gathered through narrative oriented conversations around 'learning' with the LAYP and the professionals who support her. The resultant text was then explored using Discourse Analysis (DA). Overall, the findings suggest an empowering alternative to the dominant societal discourse, in that the LAYP constructs herself, and is constructed by others, as a successful learner. The study provides an insight into the 'discourses of learning' in a wider sense than simply academic achievement, and in doing so, highlights skills that the LAYP has developed due to her unique experiences. Implications for policy and practice are discussed along with possible future research.