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In Norway, almost all young people start upper secondary education. This means that the student population in upper secondary education is very diverse and many of the students have difficulty completing their education. This applies not least to the tenth of the students entitled to special educational provisions. This article is based on a longitudinal study in which special needs students were followed for four years through their upper secondary education. The study focused on students taking vocational courses, documenting how many students were on schedule at different points in time, how many were falling behind and how many had dropped out. An analysis was also performed to find out which conditions help vocational students to achieve a qualification. The conclusion was that making special provisions within the framework of mainstream classes rather than in small groups or special classes is a decisive factor in whether the students achieve a qualification.