This study takes place in the context of policy that promotes the inclusion of students with Moderate General Learning Disabilities (MGLD) in mainstream schools. It provides in depth research on the social and educational experiences of six students who were attending mainstream schools. Students from both primary and post-primary schools participated in this study and their ‘voice’ was privileged throughout. This is a ‘voice’ that remained absent from research until this study was undertaken. The students, male and female ranged in age from twelve to eighteen. Five of the participants were young people with Down Syndrome. Observation and interviews were the principle methods used to collect data. In order to enable students with MGLD to express their views a compendium of methods were used to supplement the traditional interview format. This thesis aimed at discovering which additional interview methods enabled students with MGLD to express their views and to have their voices heard. The findings in this study focus on four main themes, namely: identity and sense of self, friendship, curriculum and pedagogy and transition to second level. A number of complexities, tensions and contradictions arose in this study. Among the complexities was the fact that, in these schools, varying perspectives emerged as to the suitability of mainstream provision for students with MGLD. The students held a contradictory view to the adults and they spoke of the pleasure that they derived from being among students of their own age in mainstream settings. The curricular demand in schools was also viewed as an obstacle inhibiting the inclusion of students with MGLD in mainstream settings. The findings in this study suggest that schools had difficulties when it came to including students with MGLD in the general curriculum. A ‘voice’ from students emerged in which they called for more assistance and for greater access to a broader curriculum. Parents’ views contrasted with those of teachers in relation to what schools could do on behalf of students with MGLD. Current inclusive policies in Irish schools necessitate closer investigation in terms of students with MGLD. The findings from this study suggest that structures and practices are common in schools that inhibit the social and educational opportunities for this group of students. This study supports a need for the continuation of special classes in schools in respect of these students. This presents a challenge for mainstream schools in an era of inclusion.