This study explores the dynamics of dropout and post-dropout trajectories of young people in vocational education and training (VET), focusing on attitudes, social identity, and well-being. It studied whether students were pushed away from the educational institution because of school-related issues, pulled due to other commitments, or disengaged. Besides, it explored students' post-dropout paths, such as pursuing higher qualifications (upward dropout), changing their educational program (horizontal dropout), or leaving the education system altogether (downward dropout). The methodology involved survey research with 300 former VET students selected through convenience sampling and nine focus groups. The average dropout duration was 5.4 months, with lower socioeconomic status linked to shorter dropout periods. Institutional factors were the primary drivers of dropping-out over which students had limited influence. Students often made uninformed decisions about dropout. "Downward dropout" was prominent, especially among socioeconomically disadvantaged students, often leading them to unemployment or low-skilled employment. Many young people expressed interest in continuing VET programs, while some opted for higher education or employment. Less than 1/5th had no plans, increasing the risk of becoming NEETs (Not in Education, Employment, or Training) who need support. Social identity and attitudes towards VET and Higher Education (HE)were significant predictors of an upward post-dropout trajectory. The most positive attitudes and the highest well-being rates were observed in the group that continued their studies in VET. These findings underscore the importance of developing evidence-based interventions to assist young people in navigating vocational education pathways.