While it is common in courses of adult education to evaluate the perceived quality of the the didactical concept and the performance of the teacher/trainer, little is known about the linkages between personal factors (perceived self-efficacy, interest, previous knowledge), expectations concerning the support from the organization (staff, methods, guidance and didactical concept) and aspects of contentment. There are studies published concerning the connection between results of evaluation of courses and previous knowledge and interest (Berger/Schleußner 2003) but those results refer to pupils or students and do not include constructs regarding expectations (e.g. Wolf/Spiel/Pellert 2001, Spiel/Gössler 2000). Furthermore those results are often not adopted to the practice in the field of adult education and may not even be relevant and valid for those spacial kind of clientele. Instruments in educational science are often tested within controlled settings (e.g. School, University) because the access to the field of adult education can be difficult as well as the gathering of reliably answered questionnaires. The questionnaire [OrTe] was pretested within the field (N=238) and adapted after a Principal Components Analysis and degree of internal consistence. The first results of validation are published in Kil/Wagner 2006. Now new results (factor- and regression analysis, mean measurements) are awaited with the appliance of [OrTe] within the project "Dienstleistung Weiterbildung" (KI848/2-1) aided by the Deutsche Forschungsgemeinschaft (DFG) with over 900 questionnaires. Those shall be presented in the poster.Use of a standardized and construct based instrument [OrTe] in a broad field of adult education (N = 900) that includes vocational training, health education, language, alphabetization and migration amongst others. The data is used for mean measurement to state if there are significant differences concerning personal disposition, service expectations and contentedness comparing the different types of groups in adult education and pertaining to different groups composed of demographic factors. Regression analysis is used to see if there are linkages between the different constructs and to create a concept that helps understanding the different aspects that are relevant for learners in learning environments in subject to their own efficacy and satisfaction. Group-differences of participants of adult education concerning their personal concepts, their expectation and their contendement (groups: form of adult education, age, sex, state of employment, education, previous knowledge, interest, participation in a course of a certain organization). A structure model that shows linkages between the several measured constructs that will help to understand the occurrence of contentment in adult education. Berger, U./Schleußner, Chr. (2003): Hängen Ergebnisse der Lehrveranstaltungs-Evaluation von der Häufigkeit des Veranstaltungsbesuches ab? In: Zeitschrift für Pädagogische Psychologie, 17 (2), S. 125-131 Kil, M./Wagner, S. (2006): Entwicklungsarbeiten zum Fragebogen "Organisation und Teilnehmende" [OrTe] - Ein Instrument zur Erfassung von Erwartungen an Lehre, Lernen und Organisation in der Weiterbildung; in REPORT 29. Jg./H1, S.63-74 (Peer-Review) Wolf, P./Spiel, C. & Pellert, A. (2001): Entwicklung eines Fragebogens zur globalen Lehrveranstaltungs-Evaluation - ein Balanceakt zwischen theoretischem Anspruch, Praktikabilität und Akzeptanz. In: Spiel, C.(Hrsg.): Evaluation universitärer Lehre - zwischen Qualitätsmanagement und Selbstzweck, Waxmann Verlag, Münster, S.89-109