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This paper reports on a qualitative case study that investigated how the professional identities of trainers in the adult sector in Australia are shaped by intersecting relations of social class, ethnicity, gender and the discourses of vocational adult education. Interviews with two trainers as well as observations of them at work are analysed and presented here to illustrate how social class, considered in relation to gender and race, is played out through the trainers' identity investments in discourses of nurturance and care and economic rationalism. Such identity investments shape the relationships the trainers develop with their students and the training strategies and practices they privilege. The paper argues the need for trainers to develop critical reflective practices and to interrogate how their investments in particular classed identities shape their views about learning for work and training for work. It also argues the need for more research around social class and trainer identity within the adult sector.