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This paper explores the obstacles to the participation of poorly educated adults in training activities. These sociological and psychological obstacles range across four dimensions: situation, disposition, information, and institution. The research findings come from two sets of sources. Poorly educated individuals were interviewed: participants (people who resumed studies); non-participants (people who never resumed studies); and former participants (people who resumed studies but failed to obtain a degree). Trainers also led focus groups with poorly educated adults. Findings suggest that dispositional barriers were feared, especially by those who did not resume studies. These obstacles can become additional elements in their life situation, the information received, and institutional mechanisms. The study has identified means to increase the participation and commitment of these adults in structured, relevant training activities that are beneficial to them.