Experts have been called in, therapies applied, and sanctions imposed. Ultimately, the youth have declared that teachers are bossy and lessons are boring, and they have either left school or been expelled. Nonetheless, these youth still want education to enhance their employment opportunities. The school experience of 88 youth at Australia's Malmsbury Youth Training Center reflects the center's curriculum development emphasis. Historical data were obtained on both the center and its students. Data analysis indicated the extent to which some youth had been alienated from school and society. Suggestions for improving the school curriculum to reach alienated youth are offered that incorporate the ideas of social bonding theory. Social bonding theory is based on the premise that the stronger the social ties, the greater the commitment to the social order. Agents of social order are the family, peers, the school, work, and community organizations. The implications of social bond theory for educational practice and for schooling in general are examined. Particular attention is paid to the need for students to attain cultural competence, to receive educational experiences that prepare them for the work environment, and to acquire decisionmaking skills. 9 references and 1 table