Description: Low-qualified adults all over Europe are late to catch the "knowledge society" flight. In 2005, the OECD Thematic Report on Adult Learning demonstrated that adults from Hungary, Poland and Portugal are the ones participating the least in Adult Education - people whose literacy levels are low, nonetheless possessing a patrimony of practical knowledge which remains unrecognised, are getting further away from knowledge, therefore nearer to social exclusion.In Portugal, Recognition and Validation of Prior Learning (RVPL) and Adult Education and Training (AET) Courses are examples of EU co-funded projects that have known a significant growth and are becoming a solid alternative to the formal educational system. Providing academic and professional certification, through specific methodologies that include particular learning environments, they are also designed to promote empowerment, which implies transforming the meaning these adults imprint to their own lives. Evaluation of these interventions has been an issue in the agendas of the field so far, and no complete answers have been given.On the other hand, accuracy on the concept of empowerment is still lacking. Zimmerman provides us with a systematic approach, developing a nomological network which allows us to focus on Psychological Empowerment (PE), namely in its intrapersonal, interactional and behavioral dimensions. Methodology: This study aims to evaluate the differences between the first and second waves of questionnaires of a longitudinal study with a sample of RVPL and AET Courses' participants, in the dimensions of PE and Training Climate (TC), also exploring the eventual mutual relationship between PE and TC, through multiple regression analysis. The instrument developed for this particular population is composed by two scales: PE - adapted items from the Sociopolitical Control Scale and the Psychological Empowerment Scale for University Environment as well as new ones; and TC - adapted items from the Classroom Environment Scale and the Individualised Classroom Environment Questionnaire. We will also use data from interviews of 4 participants, in an attempt to deeper analyse the relationships between PE and TC. Conclusions: This study seeks to contribute to the development of sound evaluation procedures of the impact of AET Courses and RVPL processes, thus helping its monitoring and policymaking.