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The interviews and observations conducted in establishments that supervise seaside schooltrips highlight how work in “marine-environment education” takes various forms according to the social proprieties of the teachers themselves and to the general work organization. Holding a position of seaside schooltrip teacher turns out to be a professional activity that is not much structured, where it is possible for workers to transfer knowledge and know-how established outside of the workspace. For example, the importation of a local social capital can prove to be a decisive element in the constitution of a “quality” educational provision. Nevertheless, the nature and forms of this transferability turn out to vary according to the establishments.