School transitions have been the subject of research discourses in educational science for some time. Especially in Austria's multi-level school system, these transitions reveal a variety of exclusion mechanisms. In this research work the author explores the questions of which habitus formations can be reconstructed during a transition from secondary school to upper secondary school and what the results can contribute to an inclusive inequality-reflective school and teaching development. For this purpose, the author conducted a qualitative interview study with former secondary school students 12 weeks after their transfer.