This article reports on a study that sought to map difficulties and problems in the school lives of children who have renal transplants, to investigate and evaluate the educational provision made for them, as well as to explore their support needs in relation to school. The study used a combined qualitative and quantitative research design. Individual semi-structured interviews were used with 12 transplanted children, their parents and their teachers. Statistical information on school attendance and school achievement was also collected for a number of transplanted children and their classmates/school peers. The article draws on interview material in order to illustrate and discuss key issues and areas of concern identified by the study participants. The results of the school statistics analysis are also presented and implications for practice are considered.