This study centers on developing a list of indicators for improving learning situations for low achieving students with reference to multiple levels. These indicators were draw on the qualitative data collected in the field research. Within a framework of the European project Re- integration we present the theoretical perspectives of situated learning. The problem, results, conclusions and implications are discussed. Expanded Abstract The idea of situated learning perceives learning as a social process of people interacting. Learning "is embedded in a cultural-social context of everyday activities, implying, among other things that human learning as well as thinking and acting cannot be separated from its context. Learning always takes place in relation to people and their contexts" (Lave & Wenger, 1991). Learning is seen as a process that takes place in a particular framework, not in an individual mind but in social context. Social interaction is a critical component of situated learning - learners become involved in a community of practice. All the co-participants form the "community" and it is them who participate in the learning context or learning. (Hoffman, 2000). One reason why the concept of situated learning is appropriate for re-enter programs is because it stresses the ideas of practice and community and values knowledge as a practical ability for doing and making. It may motivate young people to participate and learn, particularly those who are bored or alienated by full- time education. It provides adult roles for young people, particularly for those who most at risk of dropping out of the system altogether. It may also smooth the transition into the labour market. It contributes to the diversity and flexibility of opportunities required in a modern education (Evans, 2000). Starting from the research question "What indicators of good practice improve learning processes and learning success of low achieving students?" an empirical study was carried out in two integration programs, with national significance, chosen as selected examples of good practice. This study is part of a broader research within the European Re-integration project. The main goal was to develop a set of indicators for improving learning situations for low achieving students with reference to multiple levels. These indicators were draw on the qualitative data collected in the field research. The data was collected by naturalistic observation, background information on programmes, interviews of teachers, trainers and significant persons involved in the two programs under analysis, more specifically, the coordinators and two teachers of the two projects, a professional placement technician and a professional guidance technician of one project. Two independent researches from a university research center validated the research instruments. Content analysis was used as a procedure for data processing. Some indicators of good practice with special reference to situated learning criteria were identified at macro, meso and micro level. The macro level included the policy factors that could improve the learning and training, the meso level the institutional factors and the micro level the individual factors. The list of indicators was considered as an analytical tool for evaluate integration programs and to make recommendations for improving learning processes and learning success of low achieving students. The implications of the implementation of these indicators were discussed. Bibliography Evans, K; Hoffmann, B. (2000). Situated Learning? How far can the concepts be used in work re-entry programmes? Paper presented at Faculdade de Ciências e Tecnologia - Universidade Nova de Lisboa. Lisboa. Portugal. Hoffmann, B. (2000).Examples of good practice - What do we mean by good? Paper presented at RE-ENTER workshop. Guildford Lave, J. & Wenger, E (1991). Situated Learning - legitimate peripheral participation. Cambridge: Cambridge University Press Wenger, E (1999). Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press