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The compulsory education of students who have complex learning characteristics has received little attention in New Zealand research literature. This paper explores the positive educational experiences of a student who transferred from one high school to another in the same city, which resulted in him 'actually learning'. Using Appreciative Inquiry (AI) methodology, qualitative interviews and focus groups were held with educators and the student's mother, and time was spent with the student. Thematic analysis revealed the significance of communication/relationships, values and flexible teaching and learning practices. The analysis also revealed that educators' beliefs included relational understandings of disability and a presumption of competence, while their practice evidenced elements of inclusive pedagogy. [ABSTRACT FROM AUTHOR]