The learning path of (Accreditation of prior learning) APL candidates within the French higher education context is grasped through the notion of space, linking the concepts of learnance, experience, and dispositive. Four inquiries conducted with candidates and accompanists highlight a unique path, constructed based on what constitutes a medium for the candidates, and involving the specificities of the university context. Three spaces constructed for and by the candidates are articulated. The instrumental space establishes the framework of the exercise. The intimate space allows for the maturation of reflection. The social space accommodates real and symbolic, formal and informal interactions. The articulation of these spaces, facilitated by support, appears to be a learning process. A first dynamic (problematization, conceptualization, formalization) transforms knowledge, a second (normalization, awareness, emancipation) transforms the candidate. These dynamics respond to three logics: comparison, elaboration, and addressing. Thus, VAE opens up opportunities to choose, to learn, and to surpass the certifying aim of the dispositive.