This article examines the transition of adult learners from adult general education to a college program. The ethnographic inquiry methodology used for this research relies on Long's theoretical model which postulates three different levels of dimensions in adult education (1989) and on Bélanger's lifelong learning model (2011). On this rarely-addressed subject, it engages the expertise of the field in a co-construction process and from an adult education perspective. The psychological, pedagogical, sociological issues (Long, 1989) that are at play show the significant commitment adult learners have to make to further their education, and the reconstructive path they have chosen to facilitate their social insertion. The need to create a bridge between Adult General Education and the college environment is posed as a way to support the educational emancipation of adults in Québec society. [For the full proceedings, see ED665621.]