Abstract The present article examines student identity work in a vocationally oriented higher education programme. Two questions are addressed specifically: what are the relations between personal projects and specific group and institutional conditions and what is the role of surrounding social circumstances when choices and decisions about higher education are rationalised? When answering these questions the article identifies distinctive reflexive and strategic processes as a means of creating an educational identity. These are shown to be characterised by a form of resistance based on a self-awareness of social position and a capability of forming relatively autonomous personal projects. The possible success and sustainability of the students’ education identity processes seem to rest on collective and institutional support within the education programme. Keywords: Institutional habitus, personal projects, semi-skilled choice, identity