The Lisbon Strategy emphasizes the role of lifelong learning as a means of developing human and social capital, however, the evidence from previous research suggests uneven access to post-compulsory education (e.g. Payne, 2006, Field, 2006). This presentation draws on the findings from a survey of 1000 learners in three European countries examining the contribution of formal education institutions to lifelong learning. The survey explored the experiences and motivation of learners who had returned to formal education after a break from it. It included demographic details as well as questions about learners’ previous educational background, parents’/carers’ educational and ethnic background, whether they worked, level of study and programme of study. In this analysis we will examine, in a comparative perspective: • the motivation of students at different ISCED levels to engage with learning drawing on Blunt & Yang (2002) • the socio-demographic backgrounds of the students in the different countries and the main drivers for engaging with learning • gender differences in terms of motivation and choice of subject area This allows consideration of similarities and differences across the countries amongst low-skilled learners and whether motivation is more likely to be influenced by earlier experience irrespective of the institutions in each country.