Educational gerontology is viewed as a cornerstone to the process of linking education to aging in an attempt to improve the quality of life for older adults. For the purpose of this study, it is assumed that learning activity contributes to successful aging. Adults participate in various types of educational activities to acquire the knowledge and skills necessary to succeed in the workforce, earn a college or advanced degree, learn basic skills, acquire new skills, or to enrich their lives. Collectively, these learning activities constitute adult education.

Various sociological factors affect participation in adult education. The shifting of gender roles, immigration, technological advances, and globalization are contributing factors to change. Further, as the United States economy continues to evolve from an industrial to service and information base, adult education must continuously adjust to the needs of the emerging workforce and lifelong learning.

Secondary data was employed to explore modes of participation of adults in learning activities in the United States. Data were analyzed using logistic regression techniques. This study provides an extensive review of existing data concerning older adults’ learning activities and the role of lifelong learning has on the attainment of successful aging. This review suggests that policy and practice in the field of adult education must become more responsive to the sociological factors that influence older adults’ participation in education activities.