This thesis studies the role of education in socially vulnerable groups and more specifically in rehabilitated former drug users who have experienced imprisonment. It investigates how trainers and trainees in a the therapeutic unit of KETHEA and its educational programs attribute meaning to education. Its purpose is to illuminate the informants’ perceptions regarding the role of education, their motivations for involvement, and their expectations for the future. This endeavour seeks to listen to the voices of the participants themselves in the educational process. The research conducted semi-structured individual interviews, involving five trainers from KETHEA and four trainees. Thematic Analysis served as the method for data analysis. The results were discussed in conjunction with research findings from both Greek and international literature. Notably, the significance and respect demonstrated by trainees toward both trainers and the educational process were emphasized. Moreover, education was recognized as personally empowering for trainees, contributing to their social (re)integration. Additionally, the informants underlined a therapeutic dimension of education, assisting individuals in the process of de-addiction and abstention from delinquency. These findings underscore the interconnection and complementary roles of therapeutic treatment and education.