This paper draws on evidence gathered from an ongoing ethnographic research project carried out at the University of the Aegean, Rhodes, Greece, which investigates the experiences of mature students participating in a postgraduate course delivered by means of e-learning. It draws on a research tradition that focuses on the micro- sociological investigation of mature women's experience in tertiary education (Pascal and Cox, 1993), but broadens its scope to include men as well. In-depth interviews were carried out with a group of post-graduate students we were full-time employed professionals, married and had children. The interviews were carried out at mid-semester, when all the men and women were engaged in their studies amidst pressures, struggles and tensions. The semi-structured interview schedule was designed to elicit information about attitudes and feelings regarding the decision to return to higher education, in relation to experiences of marriage, parenthood, housework, working conditions, etc. and the expectations and experiences from attending to the demands of a postgraduate course. We focus on the various strategies of time management that are developed and we examine how men and women balance their different and often conflicting responsibilities while operating under very tight time schedules. All these aspects are examined in relation to the amount and quality of support (psychological and other) that the participants receive from spouses and other familial surroundings, a factor which appears to be vital in determining how participation in post graduate education is experienced.The findings of this study address wider issues of social and gender inequalities in participation in adult education. Specifically, they indicate the difficulties, but most importantly the disparities and contrasts that emerge when women/ wives/ mothers participate in post-graduate studies, as compared to men/ husbands/ fathers. All these are examined within the social context of contemporary Greece, in what is often referred to as a complex cultural environment, comprised of an amalgamation of traditional and modern attitudes, perspectives and practices regarding gender roles in the public and private social spheres. We observe that as a consequence of the disparities and contrasts described above conjugal and parent - children relationships go through enormous strains, but it is women, as compared with men, who face more difficulties and anxieties in the pursuit of personal and professional advancement. Thus, women are forced to operate under huge pressures, often making serious compromises, something that most men do not go through. The contribution of the present study lies in the fact that, through an in-depth investigation that focuses on the experiential and personal level, our understanding of the distinct and unequal ways with which higher education at a post graduate level is experienced, is enhanced. There also emerge policy implications from the present study on at least two levels. First, at the level of the welfare state, there is a call for more incentives and support to be given to people and especially women with familial responsibilities to facilitate their post graduate educational endeavours. At the level of the educational providers, (i.e. the higher education institutions) there is a call for their programmes to become more flexible and innovative in the organizational arrangements, so that they can retain high academic standards while allowing for post graduate studies to become a much more stress free and a truly enjoyable experience for all.