Philosophy for children has become increasingly popular in schools in Victoria. In past years much of this interest has been in primary schools. More recently, secondary schools are introducing philosophy into the curriculum. This study set out to explore the issues surrounding the introduction of philosophy to young adolescents in their first year of high school. The study recognises that the learning experiences of young adolescents in the middle years of schooling are crucial to their view of the world and their place in it as emerging adults. It is argued that philosophy for children has an important role in the education of students at the juncture of childhood and adulthood in postmodern society. In conducting this study it was important to be mindful of contemporary educational and social issues surrounding students during these years. This provided an important context for this work. This was a phenomenological study conducted over one school year. A single case study was chosen so that close examination of the effects of the implementation of the philosophy program could be identified. An important feature of this study was the use of student perspectives. These were accessed through multiple sources of data. This included in-depth interviews, questionnaires and students' philosophy journals. Participant observation provided crucial insights into the events and issues of the implementation process. Findings affirm those of other studies in the middle years of schooling. Outcomes reflect a measure of boredom on one hand and positive socialisation on the other. Other findings support those from the research in philosophy for children where students demonstrated a high level of critical thinking and analysis. The study makes recommendations for the refining of practice in philosophy for children in the middle school.