Children and youth placed in alternative care achieve lower educational outcomes compared to their peers, both in Croatia and worldwide. That is particularly problematic for this vulnerable group, for whom education is very important, because it can serve them as a safe place and haven, and also facilitate their transition from the child care system. In Croatia, learning assistance, conducted by volunteers, is implemented in children's homes, foster families and civil society associations. This paper draws upon qualitative research with 11 volunteers from Volunteers' Centre Zagreb experienced with providing learning assistance for children placed in care. The aim of the research was to get insight into volunteers perception of education and the educational intervention of learning assistance in child care. The data was collected through conducting semi-structured Skype and Google-meet or phone interviews with the participants. Through qualitative analysis of the participants statements we established some basic characteristics of this educational intervention, like types of learning assistance, mode of operation and coherence with project activities. It was also established that volunteers mostly cooperated with caretakers, foster parents and experts from civil society associations, and less with experts from children's homes and social workers. The most common form of said cooperation was sharing information about the children, and scheduling learning assistance appointments as well as its content. About half of the volunteers had some form of professional support and training for volunteers, conducted by experts. Lastly, participants suggested some aggravating factors in the education of looked-after children, which need to be recognized and solved through creating new and evaluating existing educational interventions in child care.