This master thesis focuses on the field of catching up on further education as an adult. Since 2012, persons who dont have secondary education can attend preparatory courses free of charge. However, there is one problem area: the subject matter has generally been prepared for adolescents between the ages of 11 and 14, but the participants of preparatory courses mostly are 18 years and older. The main aim of this thesis is to investigate how teaching in the area of acquiring the compulsory school-leaving certificate as an adult looks like in theory and practice. Thus, this thesis provides a theoretical and an empirical part. The theoretical part gives a systematic overview on the field mentioned. However, as a result it was observed that the term “adult-learner-oriented teaching” is still not well-defined. The empirical part analyses teaching practice in an institution for adults education and presents the results of interviews which were held with teachers and participants of the aforementioned preparatory courses. On the one hand the teachers as well as the participants share certain opinions on teaching, on the other hand, their desires and needs concerning teaching are different. Through the interviews which held with the teachers, additional problem have been highlighted, which need further investigation.