With this paper, we would like to question the impact of the institutional context on how teachers build their professional identity and therefrom their interactions with pupils; and how those interactions interfere with students’ commitment to school success. We conducted three narrative interviews with, respectively, teachers from a high school for young adults, and students from the same school, which gives us a double point of view on the institutional framework. Based on a psychoanalytic approach, our interest is mainly in interviewee’s discourse by identifying signifiers (Lacan, 1975), which allow us to understand links, unconscious conflicts, desire, inhibitions. Preliminary results show that professional engagement of teachers goes beyond statutory identity because of its particular relationship to the unconscious. Teachers establish a personalized relationship with students, thus demonstrating a systematic adjustment of their professional position. The commitment to the student's academic success is therefore strong, due in part to tutoring and small number of students in classroom. This is a two-way approach: on the one hand teachers receive a feedback from their students and are more likely to question their practice. On the other hand, the students feel supported both by the teachers and by the institution that authorizes the protagonists to get more involved; the question of the third party is present. This type of institutional framework favors the relationship between teacher and pupil, under the condition that the institution supports and encourages it. The relation established between student and teacher has a significant impact on student’s way to approach the school, the knowledge in particular.