This study aims at analysing the specificities of the meaning given by apprentices in their first year of CAP (vocational training certificate, level 5) to their school guidance. This survey based on questionnaires to 353 apprentices has allowed to identify through a multi-varied analysis (descending hierarchical classification) 4 different forms of support to learning which must not be systematically linked to sociofamily background and their difficulties in their previous school history. The school guidance toward apprenticeship cannot be explained only by a lack of interest for school. It also arouses some positive forms of mobilization which testify of the way these young people try to rely on this training to give a sense to their life. © 2011 Association Internationale de Psychologie du Travail de Langue Française (AIPTLF).
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