Through analysis and an attempt to assess the system developed at the level of the Wallonia-Europe Academy in the context of Center for Higher Didactics (Centre de Didactique Supérieure : CDS), the purpose of this article is to reflect on the specificities and constraints of a training limited to teachers in charge of First Generation students, those specificities being especially constraining since the CDS training sessions take place in a larger context : the training of all the university teachers. The Liege experience enlightens some determinant factors : sensitizing first on the interest of such a training, centring the training on close coaching of students learning with a focus on their difficulties or deficiencies and with help given to teachers in resolving them, meeting the diversity of the situations lived by those teachers (notably in terms of students number and disciplines), taking into account their expectations in accordance with their profile, cleverly combining oral speeches, testimonies and debates, suggesting a diversity of concrete intervention trails… By the way, the joined organization of introduction sessions and close coaching seminars seems to be a relevant formula in order to meet such kind of objectives. ; A travers l’analyse et un essai d’évaluation du dispositif mis en œuvre au niveau de l’Académie Wallonie-Europe dans la cadre du Centre de Didactique Supérieure (CDS), l’objectif de cet article est de chercher à s’interroger sur les spécificités et les contraintes d’une formation limitée aux enseignants en charge des étudiants de première génération, spécificités d’autant plus contraignantes que les formations du CDS s’inscrivent dans un cadre plus large, celui de la formation de tous les encadrants universitaires. L’expérience liégeoise met en évidence quelques facteurs déterminants : sensibiliser d’abord à l’intérêt d’une telle formation, axer la formation sur l’accompagnement de l’apprentissage des étudiants en se centrant sur leurs difficultés et lacunes et en aidant les ...