Description: The ultimate goal of education is high a quality of life. The quality can be characterised by the span of life of people. The issue of this research was to investigate the relationship between the quality of education, economic development, and lifetime of people. The published TIMSS results (Martin et al., 2004) include data about schooling and economic development in different countries. Researchers have compared the countries according to their TIMSS results and they have computed coefficients of correlation between the results and the characteristics of schooling (House, 2004; O'Dwyer, 2004; Yang Yang, 2003). The objective of the research was to find out the effect of education and economical development on the life expectancy of people. Methodology: TIMSS 2003 (Martin et al., 2004) includes data about test results, about schools and homes of pupils, about culture and economics in the countries. The data for the eighth grade were used. Gross Domestic Product (GDP) was taken from the World Factbook (2005). Some of the used characteristics were as follows: The term Low School Climate indicates the percentage of students in schools with low school climate according to the perception of school principals (Martin et al., 2004, p.336). Students' Safety in Schools is the percentage of students who perceived their being safe in schools high (Martin et al., 2004, p.348). The term Teachers with the University Degree means the percentage of students whose teachers had graduated from the university or an equivalent higher school or had education higher than the initial university degree (Martin et al., 2004, p.254). The main research instrument was the path analysis. Conclusions: Life Expectancy had the correlation 0.71 with average Science TIMSS results and the correlation 0.52 with the GDP. The first correlation is high and points at some effect of good schooling on Life Expectancy. The path analysis revealed that Low School Climate had a negative effect on life expectancy (the path coefficient -0.45). Students' Safety in Schools and the Teachers with the University Degree had a positive effect on life expectancy (coefficients 0.43 and 0.21). The residual coefficient was 0.59. No indicator of economic development had direct effect on life expectancy. Low School Climate was effected by the Percentage of Students having Computer and by Literacy Level in the country. Students' Safety in Schools was effected by TIMSS results and Class Size. The Teachers with the University Degree was related to the Percentage of Parents with University Education. The direct effectors of life expectancy were "soft" characteristics of school - school climate and students' safety. The economic development of the country influenced the Life Expectancy via Class Size and the Percentage of Students having Computer. Good TIMSS test results influenced Life Expectancy via students' safety in schools (product of the path coefficients was 0.20).