This article addresses different ways of seeing the forms and mission of Recognition of Prior Learning (henceforth RPL) practices in Portugal in relation to the role and profile of the adult educators involved. The general problem under study is also connected with the need to address creatively the new complexity of adult education (AE) governance today. This study documents some important developments within a specific context, which are influenced by Europeanisation. Thus the main contribution is made through a critical discussion of the empirical data collected.