The nature of this study was to gain an insight into the lives of pupils participating in integrated education in Northern Ireland. The research enquiry used an interpretive approach incorporating a Grounded Theory Strategy. This study has sought to model the perspectives of pupil’s attitudes and experiences encountered during their schooling, and how being educated in an inclusive integrated environment could promote cross community friendships within a post conflict society. The data was collected from two secondary integrated schools in Northern Ireland which were selected as case study sites. Theoretical sampling was a basic principle in collecting the data and a constant comparative methodology has been used to analyse the data and to theorise the results. The Grounded Theory analysis produced a core category subsequently named the Integrated Enhancement Experience (IEE) combining three mediating categories; interpersonal attachment, organisational commitment and surrounding interconnection categories. The knowledge contribution of the study revealed that friendship opportunity was a key component of shaping the pupil’s experience of integrated education. Theoretically, the study contributed to the body of integrated and psychological literature in making visible and modelling the views of pupils who are central to the whole concept of integrated education. It is suggested that integrated education in Northern Ireland can be a unique vehicle for change, that is an educational vehicle that does not go backwards but only forwards, left and right in its continuous development and expansion based on friendship
