The paper addresses the theme 'learner's biographies, life histories and learning careers'. It uses life history data of 9 mature men who have returned to full-time university education at a later stage in their life course (aged 30yrs+). It explores how the men have come to understand their lives and the paths they have so far taken. Whilst highlighting individual lives full of agentic actions within their own webs of social networks and locations, it also reveals patterns of action and of understanding that prompt a consideration of the wider social locations in which these lives have been lived. Background: As industrial and social transformations in western society continue to erode the traditional social roles of men, there is concern for the psychological and social wellbeing of men from the lower social classes. It is suggested that many are not adapting well to the new social landscapes emerging around them, leading to a sense of dislocation. Re-engagement in education has been advocated as a means of addressing their plight. The UK higher education sector continues to increase participation among social groups traditionally under-represented therein, including those from the lower social classes. Despite this, patterns of social class association between the older/more prestigious universities and those which were awarded university status more recently (1992), remain. Students from lower social class groups invariably attend newer universities, whereas traditional universities remain dominated by young students from higher social classes. Structural barriers, and ingrained cultural attitudes towards each type of institution help to explain this phenomena. Results: The analysis considered each man's history within a wider context of changing gender roles and cultural dispositions mapped to social class origins. Within the diverse biographies a pattern of major relocation from their family community, and a subsequent re-embedding in a significantly different social community, was found.(Relocation signified a rejection of their expected futures at that time). The later community revolved around a stable relationship with a middle class partner and her family/social circles. It was within these (university-educated) networks that the men received encouragement to acquire a university education. Here also, the men began to perceive a university education as something of value, as they attributed the linguistic skills, general knowledge and meta- cognitive abilities of those around them to the higher education they have received. Acquiring a student identity brought less of a sense of hybridity among the men, possibly due to their relocation. However, there was a sense of guilt at their own improved prospects, and sadness and frustration that family/friends could not be persuaded to follow a similar path. Being a man and a student was not too problematical generally as the breadwinner role had not been particularly prevalent among most men in their newer communities (part-time work, no dependants). However, the men were aware that gendered perceptions of some outside their immediate relationship were not as approving. Ultimately, the research emphasised the importance of locale in the men's journeys to prestigious universities. Whilst the findings are located in the UK they have relevance throughout Europe where-ever social stratification is a concern.