Young refugees worldwide are confronted with multiple challenges in accessing and completing education. The Africa region is currently the focus of Australia's humanitarian program and is likely to remain so for some time. Since 2002, Sudan has ranked number one with 47 per cent of entrants in 2003-04. By 2004-05 that number had more than doubled. Other countries of birth are also featuring, although in smaller numbers, including Ethiopia, Congo, Somalia, Sierra Leone, Liberia, Burundi and Rwanda. Typically, young people are entering schools and Intensive English Centres under considerable stress. Teachers are overwhelmed by the challenges. This article focuses on the transition experiences of 65 young African refugees in public schools in Western Sydney. These experiences are important for linking teaching and research to policy discussions. This study also emphasizes how international development issues connect tacitly to domestic classrooms and communities. In particular, this study explores policy solutions that provide possibilities for long-term participation of refugee young people in new societies. [Author abstract]]