Poor educational outcomes for children in care have been consistently reported. Within this vulnerable group, adolescent girls in care have been highlighted as of particlar concern. Resilience levels have often been linked to outcomes for children in care. Two aims were identified for this Interpretative Phenomenological Analysis (IPA) research: to explore the educational experiences of adolescent girls in care and to assess whether different levels of resilience had any impact on these. Fourteen participants were involved in the initial quantitative sampling phase of the research to assess their levels of resilience using the Resiliency Scales for Children and Adolescents (RSCA, Prince-Embury, 2007). Levels of resilience were found to be low across the group with few exceptions. The three participants with the highest levels of resilience and the three with the lowest were selected for interview for the second qualitative phase of the study. The six interviews were analysed using JP A and three superordinate themes emerged: 'Adverse experiences', 'Developing identity in the face of adversity' and 'Importance of others'. Findings were linked to existing theory to enhance understanding of participants , experiences. The implications of the findings were discussed in relation to Educational Psychology practice in working systemically to promote positive outcomes for vulnerable groups.