There has been a focus on the dropout problem in Senior High Schools in Norway since the beginning of the 1990’s. Dropout has become a problem both in regard to social costs and the serious consequences this can cause to the individual. The purpose of this paper is to gain a deeper insight into the single pupil’s impressions and experiences regarding choice of education. The study examines whether existing measures taken by the county of Buskerud are regarded useful for the pupil’s process of choice. Further, this paper will focus on what pupils in the first year of Senior High school think about the measure “practice days” linked to the subject “Educational Choice” in Junior High. This study is based upon both a quantity and a quality approach through a questionnaire (399 answers) and 4 research interviews. The interviews are analyzed through the principles of Grounded Theory. The study shows that the process of choice is complex and composed of many factors. A choice is affected by culture, social conditions and the environment the individuals belong to or see themselves as a part of. Basically the pupils are satisfied with the “practice days” as a measure; however, more research is required to draw conclusions whether the measure reduces dropout. Key words: dropout, practice days, educational and vocational guidance, educational choice, transition, measure