Various quantitative studies, such as the National Adult Learning Survey, have pointed to considerable differences by level of educational qualification in attitude to and participation in adult or 'lifelong' learning. Indeed, they suggest that graduates are more likely than other groups to engage in adult learning, generally, and to be motivated to do so by the intrinsic interest of the subject matter. However, exploring the wider meaning attached to participation in such activities has been outside the remit of these studies. In an attempt to redress this gap, the current research draws on life history interviews and focus groups with recent graduates to consider the significance they attribute to taking part in post-HE learning and the role they perceive it playing in their lives in the future. Within this overarching aim, an important focus is the extent to which their understandings have been informed by experiences of higher education. It is hoped that the research will enhance our knowledge of the role of education and training in the lives of young adults and feed into policy debates about the interface between higher education and lifelong learning.