Danish production schools in the period 1970–2000, had a remarkable and ambitious vision for marginalized young people: Those attending the schools should, through their collaborative engagements in learning/work, leave the schools with a stronger grasp of their own future possibilities. Neither the process of realizing this goal nor the outcome of the process could be simple. So how did participants engaged in producing commodities in woodworking, metal, catering or other workshops, at the same time create possibilities for self-transformation so that they could change themselves with respect to their pasts and futures? In this counterhegemonic project unusual everyday practices emerged from a perspective on learning, not conceived as a thing in itself but always as an aspect of changes by/for/in participants’ participation in the historically politically constituted contradictory everyday lives in which they are engaged.