Through semi-structured interviews, this study investigates the lives of five transgender young adults who graduated from public high schools throughout the country. Graduates were interviewed using probing and follow up questions gathering information about their school lives while being educated in their public high school while identifying as transgender. Using the Social Justice Theory of Education as a guide, this researcher accumulated information in order to discover commonality in themes of challenges or blocks to education and social/emotional progression with young transgender students who were raised and educated in different locations. The resulting in-vivo themes included, kicked into adulthood; trans is only part of who I am; generally, no one knows anything about us; and we need some special help. Through the analysis of the four themes, implications of the study and recommendations for system and policy shifts for public school districts to consider for implementation were presented. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]