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This qualitative research article is based on a master's study which considered the educational aspirations and endeavours of adult former patients of a therapeutic community. This article uniquely seeks to understand the impact of therapeutic community treatment and the role of containment, as understood by Winnicott, on participants' educational experiences. The study was autoethnographic, conceptualised following my personal history of disrupted education, due to severe psychological distress and improved educational outcomes following therapeutic community treatment. Four former therapeutic community patients participated in individual interviews and a focus group; their narratives were examined using reflexive thematic analysis. The analysis identified that severe psychological distress became a barrier to education prior to therapeutic community treatment, exacerbated by a lack of containment from schools. Participants indicated that therapeutic community treatment had a positive impact on educational endeavours and aspirations, including outcomes and improved education-related self-perceptions. Further larger-scale research is recommended into the role therapeutic communities play in enabling reintegration into education and on the relationship between containment and educational endeavours for therapeutic community patients.