This article analyzes how adults commit to their own learning in courses that lead to a qualification, and does so from the point of view of their AFPA (Adult Professional Training Association) trainers, believed to be in a privileged position to observe them over time. When interviewed, they speak about how they come to judge the trainees through interactions with them and the possibilities they have to personalize how they relate to the trainees individually. Four archetypal figures are identified that trainers use to describe the trainees on the basis of their commitment. Criteria stem from demands in terms of autonomy and the ability to engage in a project of self-renewal. Understanding these figures clarifies how trainers’ perceptions are an important part of the supportive relationship they seek to build with the trainees.