Research context In Quebec vocational training has been a concern since close to 40% of the High School students drop out of school before the end of their studies and without any qualification for a trade. Surprisingly, the VET system does not attract the young people and the Western Quebec Region is even more afflicted by the phenomenon since a decrease in enrollment of 11,8% is observed (MEQ, 2003). Parallel to the desengagement to young people regarding VET, we observe an increase in the number of adults who return to school to get qualified in a trade. The Quebec Governement has launched a research program in order to invite researchers to identify the factors that could explain the drop out phenomenon and understand why the adults return to school. This research has received a grant to explore the issues and challenges the adult students face when they retun to school in order to get a qualification. The research questions were the following: what are the issues facing the adult students who register into a VET program? What are the factors which support or inhibit their learning according to gender, age, pedagogical approach and expectations?Theoretical frameworkTwo concepts were instrumental into framing the research: situated learning (Lave and Wenger, 1991); cooperative education (Clenet, 1998; Landry and Mazalon, 2002).The concept of situated learning is rooted in a socio-constructivist perspective explaining how people learn in work contexts and in interaction with others. It maintains that in order to learn the trainee needs to be integrated within a community of practice. The person then develops not only technical skills but also important social skills, characteristic of a specific trade community. This perspective was used to frame the questionnaire and to identify the educational, social and psychological issues facing the adult students. Cooperative education was the second concept. It was thought that school and workplace must cooperate in order to provide not only quality education where the students will develop knowledge and relevant up-to-date skills but also strenghten the partnerships between those two important actors in VET. Research methodologyA questionnaire was developed and administered to all of the students enrolled in three VET programmes in the Quebec Province- Outaouais Region. The following programmes were chosen because they each attract different clienteles and are delivered according to different learning and training strategies. The first one "auto mechanics" attracts mostly men and is delivered according to a traditional approach (teach and practice). The second one, "secretariate and accounting" uses a modular approach and is attended mostly by women. The third one " pulp and paper programme" is delivered in a cooperative education structure and is attended mostly by men. One hundred seventy-five students filled out the questionnaires. Questions allowed to identify their personal and professional motives to return to school (Illeris, 2002) as well as their source of interest for the chosen programme, the different challenges facing them and the factors supporting or inhibiting their success in their studies. Interviews were conducted with sixty of them that had responded to the questionnaire. Aims of the communicationThis communication presents the results coming from questionnaires that identify the issues facing the students and the factors which support or inhibit their learning experience according to different factors such as : gender, age, pedagogical approach and expectations. Bibliography:Clenet, J. (1998). Représentations, formations et alternance. Paris : L'Harmattan.Illeris, K. (2002). Lifelong Learning: from the Perspective of the Learners. Danish EU Presidency Conference, OctoberLandry, C. and Mazalon, E. (2003). Alternance en formation professionnelle au Québec : Du dispositif institutionnel à la pratique des acteurs. Dans Marcelle Hardy (dir.). Concertation éducation travail : Ste-Foy: PUQ. 187-210.Lave, J. et Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University PressMEQ (2003). La formation professionnelle et technique au Québec. Gouvernement du Québec