Socioeconomic conditions limit the learning achievement of young and adult students in vulnerable situations in Peru and Latin America. In this context, the study focuses on determining the relationship between teaching and the results of learning processes in students of alternative basic education in an educational area of Lima. A non-experimental, descriptive correlational design was used for this purpose. The statistical analysis of Spearman's test showed positive correlations between learning outcomes and the work performed by teachers. In the context of social isolation, the study determined that the components of teaching work generate encouraging results in student populations affected by different situations of social vulnerability. Emotional support evidences a greater preponderance in learning compared to programmatic dosage and the use of technological tools.