Democratic values and social cohesion face challenges globally, affecting education access and participation. Global education policies aim to reduce barriers, particularly in literacy and adult basic education (ABE). Low literacy levels correlate with decreased social trust and stigmatisation, hindering further education enrolment due to associated shame. Trust emerges as a pivotal need among learners, facilitating enrolment bridged by trusted individuals, and enhancing the emotional value of participation. This study investigates the role of interpersonal trust in course (dis)continuation in the field of literacy and ABE. It explores clusters of learners based on generalised and particularised trust, examining how trust influences course continuation. Survey data was collected from 79 ABE learners in Germany and an exploratory cluster analysis was conducted. In-depth interviews with 8 active learners were matched with the results of the cluster analysis and were further qualitatively analysed. The analysis revealed two distinct learner clusters determined by trust levels. Findings underline the relevance of trust in drop-out decisions, both intra-individually and interpersonally. This study seeks to contribute to the discourse on the role of trust in drop-out and retention, thus aligning with the goal of enhancing social participation through basic education.