This article considers the underachievement of RPL in the Australian vocational education and training (VET) system, in terms of its apparent failure to reach and achieve outcomes for marginalised groups. It notes a range of analyses that are currently used to address this concern and draws on doctoral research in progress to highlight ontological questions that are brought to the process by RPL candidates. Axel Honneth's theory of recognition is then introduced as a means to shed light on these issues. Viewing RPL through the lens of a philosophy of recognition and the concept of ontological security the article asks questions about the nature and effects of the assessor-candidate relationship, inviting consideration of this relationship as an intersubjective exchange within a wider, more fundamental "struggle for recognition". It is argued that a more ontological perspective could provide a framework for increasing access to and successful completion of RPL by non-traditional learners. (Contains 3 notes.)