This chapter explores the possibilities of working with children of traditional sex workers of denotified tribes in Rajasthan, India. Education is the most irrelevant and uninteresting thing for the whole Kanjar community as it does not provide good income, good life, etc. to members of the community under focus. This chapter is based on primary field work done on the community for last eight years. Field work has been conducted in hamlets of traditional sex-workers in the rural areas of Rajasthan and Madhaya Pradesh. It explores how an education system could succeed in achieving the encouraging bondage of community with its schools. The chapter also explores the complex issues which surround the notion and practices of illiteracy, negligence of community towards education and their cultural references. It sheds light on creative engagements of community in areas of planning, resourcing, organisation, management and assessment of schools. It further develops new ideas, which could develop children’s interest in school as these children have different needs. Their community set-up is different and they cannot be taught in normal schools with children of society at large. They need special schools with a single teacher who can identify with them and their family background. Driving principles in achieving such a level of community participation, like vision, mission and leading from the front by the new pattern schools, teaching team could cause resonance everywhere.