This paper will report research on outcomes of long term foster care from the first 4 years of a 7 year longitudinal study of foster care placements. The study uses a prospective, repeated measures design, incorporating quantitative and qualitative methodologies. Standardized measures, for which general population normative data are available, are used in the study, including the Achenbach Child Behaviour Checklist. The needs and achievements of 59 children and responses of caseworkers, carers and teachers to these were assessed at different stages of the placement. Data from personal interviews with children over 8 years and with respective foster carers and caseworkers of all children in the sample indicate that despite concerns related to placement stability, academic performance and emotional and social development, children in this sample progressed in domains such as family and social relationships and prosocial behaviours as they progressed over time in their care placements. The results at initial assessments reflected a high prevalence rate of internalising and externalising problems, and improved scores and adaptive functioning at later assessments as they progressed in permanent placements illustrating some positive effects from the care experience. Results from teachers’ comparative assessments of the children in care and a comparison group lend support to the resilience literature that views the school environment and educational process as affording structure, boundaries and security to children in care systems and enhancing their wellbeing. The voices of children add an important dimension to the study bringing into the research their lived experience. Strategies to promote resilient outcomes and facilitate children’s wellbeing in care are also discussed.