Description: When tutoring has been for some years a strong pedagogical principle in an University-based apprenticeship aimed at undergraduates wanting to become adult's educators/trainers, one can question its actual learning potential (in terms of skill development, knowing and occupational identity) for the learners. In particular, this contribution will address the extent to which the University-based tutoring enhance or, on the contrary, inhibit the learning processes of these undergraduates.This doctoral research has a twofold objective : (i) to identify the factors in the learner's identity which facilitate their apprenticeship and keep their motivation to learn and (ii) to point out ways to improve the delivery of this University-based type of vocational apprenticeship.Our conceptualisation of the identity formation has drawn from sociological approaches such as the work of Dubar (1991, 1998) and of Demazière & Dubar (1997). It also draws from more psychosocial approaches which shed light on identity transformation processes, images of the self and self-discrepancy, such as the work of Markus & Ruvolo (1989), Higgins (1987), and, applied to adult learning by Barbier (1996) and Bourgeois (2006).The theoretical background to explore achievement motivation refers to the model of the " expectancy-value " (Wigfield & Eccles, 2000). The idea, in brief, is that the motivation for an adult to engage in learning would be a function of the perceived value the learner attributes to the learning which contribute to solve identity tensions, on the one hand, and the perceived chances the learning will help the learner to achieve this goal successfully, on the other hand.We have made two hypotheses. The first one presumes that the University-based tutoring and learning produces many identity tensions perceived by the learner as critical because they relate to his/her self-images embedded in immediate and concrete stakes, such as interpersonal relations and/or participation in community of practices. The other hypothesis assumes that the perception of the University-based apprenticeship varies from one student to another in function of his/her perceived instrumentality of learning to regulate the identity tensions, on the one hand, and of his/her self-efficacy (Bandura, 1997) or his/her perception of the chances to successfully achieve the learning, on the other. Methodology: The empirical evidence is based on numerous trainees'reports and fully retranscribed clinical interviews conducted with these students-trainees. The reports are written by the students and addressed to the University-based tutoring team members. These reports and interviews have been analyzed through thematic content analysis. Conclusions: The findings, so far, tend (i) to confirm the second hypothesis and (ii) to indicate that, indeed, the tutoring principle can even improve the perceptions of " expectancy-value " and of the " self-efficacy ", provided that it offers a " specific space " where the traininship can be spoken through and where appropriate theoretical and methodological knowledge can be shared. We would underline the importance of this transfer of knowledge in this learning context as we believe it's helping the learners to give meaning to their engagement in this University-based type of vocational learning as future adult trainer.