This research investigated the views of nineteen learners with learning difficulties in a special school in the Netherlands on their transition from school to work. Their views were explored in a setting represented by the views of five parents, six teachers, four employers and the way in which their position is described in school documents. The wider context is Dutch society, education and policies regarding special education and policies to enhance the participation of learners with disabilities into employment. Main aim of the research was to give the learners a voice in the transition from school to work. The theoretical framework contains an interpretation of the concept of voice and its implications for listening to the learners. It is also discussed how different perspectives on disability influence education of the learners, how this affects their transition from school to work and ultimately their chances of employment. The research has characteristics of both interpretive and critical educational research. Data collection took place in different ways. The learners were mainly interviewed in focus groups. This method was also used for the parents while teachers and employers were interviewed individually. Data from focus group and individual interviews were analysed using thematic analysis. Conceptual analysis was used for analysis of the school documents. The findings suggest that the learners have a sharp understanding of their position in the transition from school to work. They do not deny their learning difficulties but argue that impairments are part of human diversity and should not be a reason to make it more difficult for them to access employment. Findings related to the other participants suggest a discrepancy between views of the learners and views of others regarding their capabilities to participate in the transition process to employment.