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This research is focused on social relationships during periods of self-teaching. Eleven subjects with experience in self-teaching were selected, from each of whom information was collected concerning their lives and social relationships. After the writing up and decoding of their relational data, mesosociological analysis made it possible to identify the social logic that supports self-teaching; revealing not only how essential it is to study self-teaching sociability so as to see an important dimension of self-training, but also to discover that, first and foremost, the sociability present throughout a self-teaching episode brings three complementary social stages to the forefront: the triggering, the learning, and the conclusion. Moreover, it can be observed that the notion of the “other” takes on a variety of forms and fulfills multiple functions in each of these three stages. Lastly, the contribution is noted of various social spheres such as family, friends, acquaintances, or colleagues during self-teaching episodes