Context: The concern of integration of refugees into the labour market has become increasingly important in Switzerland in recent years. In 2018, a pre-apprenticeship integration programme (PAI) has been introduced by 18 cantons, with the aim of preparing refugees for dual vocational education and training leading to a Swiss VET certificate. Among the various players who col- laborate in the PAI, in-company trainers play a key role. Guidance in companies has a major influence on the learning of work-related skills and thus on the development of apprentices' professional skills (Stalder et al., 2024). The literature on workplace learning highlights the importance of workplace guidance for the success of VET (Billett, 2001; Swager et al., 2015). But while the importance of learning conditions in companies has been documented in the field of workplace learning in general (Mikkonen et al., 2017; Swager et al., 2015), we still know little about guidance with refugees within training companies. Approach: The research project conducted at SFUVET addresses the issue of vocational train- ing for recently arrived refugees in Switzerland and adopts a psycho-social, sociological and workplace learning interdisciplinary approach. Taking into account the complexity of the issue of guidance provided by various players during the apprenticeship in a company, we are focus- ing on support of agency development, addressing the research question "What are the different guidance practices for refugee apprentices in companies and how can they foster the develop- ment of agency?” Various qualitative research methods are mobilised to bring a comprehensive understanding to complex research questions and considering different perspectives. Interviews with in-company trainers and former PAI apprentices are at the heart of the study, but we also lead professional practice analysis groups with trainers and expert interviews. Expected findings: This research helps understanding workplace-guidance provided to refu- gees who find themselves in a particularly complex period of transition, and whose life history and current living conditions interfere with their learning opportunities. Thus, our research will contribute to comprehension of how oppressed agency can develop through the acquisition of new skills and responsibilities during in-company training. All in all, our findings will offer insights into how the learning environment and the guidance provided during vocational training can either foster or impede apprentices’ agency in training, at work, and in daily life.