It is dispiriting to note that despite many years of intervention the disparity and imbalance between Travellers and sedentary communities in accessing training and education is still significantly high. According to Census 2011, 11% of the wider population concluded their education before age 15, in comparison to 55% of Travellers. Moreover 41.2% cent of the wider population continue education beyond the age of 18, compared with just 3.1 per cent of Travellers (Central Statistics Office, 2012). Based on practitioner experience and research conducted in the rural North West of Ireland over the last ten years, this chapter outlines the challenges facing Young Travellers accessing a range of educational settings and provides some insights for Social Care Practitioners (SCP) working with Travellers. The need for a strengths-based model of working, rooted in personal knowledge, protocols, good partnerships and positive purpose was never more evident. We must consider that a lack of educational achievement determines not only the ability to secure employment but also the type and quality of employment, which, in turn, influences income, the ability to secure adequate housing, and health issues (including mental health), leading to cycles of intergenerational disadvantage and poverty. In order to alleviate disparities in educational achievement it is therefore vital that educational environments develop quality relationships based on mutual trust with those experiencing disadvantage. The cultural safety approach is proposed as the basis for an effective and efficient model of practice.