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The context of the research reported here takes place in the companies which have as their most important aim to facilitate re-entry into the labour market of vulnerable populations (exiting from drug addictions, from prison, or suffering other forms of stigmatisation like immigration or AIDS). Despite the lack of clear regulation, such companies exist in Spain and they used to employ workers who had, as one of their duties, to 'accompany' those other under reintegration processes. Examples and reflections are provided on the training and learning principles behind the relations established in these companies which usually rely on different forms of work-based training and learning. The focus is, therefore, on the educational processes which take place in such companies which have a social as well as educational rationale. The expansion of such companies in Spain is only recent, yet they are organising themselves and demanding regulations which recognise their social role. The theoretical framework underlying these educational processes are those of work-based training and learning, experiental learning and situated learning. Citizenship education also plays an important role, related to the process of becoming an employee and reconstructing one's identity in order to overcome stigmatisation and to get rid of a record of social failure. Case studies from two different companies are used for illustration: a gardening company and a courier company. Analysis of the role of 'accompanying worker' is offered, taking into account its professional, educational and labour profile and the difficulties inherent in such a role.