Description: Much research points at participation in adult education and training being unequally distributed among different socio-economic groups (e.g. Chisholm et al., 2004; Cross, 1981; Darkenwald & Merriam, 1982; Desjardins et al., In print; McGivney, 1990; Pont, 2004; Tuijnman & Hellström, 2001). McGivney, based on an extensive literature review mention nine groups that tend to participate less than the average citizen in adult education and training: People with no or few educational qualifications; people with basic education needs; low income groups, the unwaged, unemployed, and people dependent on state benefits; people in unskilled or semi-skilled manual occupations; ethnic minority groups; older adults; women with young children; people with mental or physical handicap; and people living in certain rural areas (McGivney, 1990). The aim of this paper is to take a closer look at the barriers towards participation in adult education and training. Methodology: Based on exploratory factor analysis of data from a special Eurobarometer-survey dedicated to lifelong learning, different categories of reasons for not taking part in adult education and training is developed. 18.000 people living in the 15 old EU member countries in the survey were among other topics asked what would be the most likely obstacles if they wanted to take part in education and training. The distribution of the different categories of barriers among different socio-economic groups is afterwards tested by use of logistic regression using Odds Ratios. Conclusions: As a result of the exploratory factor analysis, five categories of barriers towards participation in adult education and training is developed: Lack of time and energy; negative towards re-entering school; accessibility of learning activities; lack of support; and lack of confidence in own abilities related to interest. It is expected that low educated will tend to mention barriers like negative towards re-entering school and lack of confidence in own abilities related to interests more often than higher educated, while lack of time and energy would be more equally distributed among socio-economic groups. Cross (1981) and Belanger and Valdivielso (1997) among others, however, question the importance of lack of time and suggest it being a convenient and accepted reason rather than the real barrier. Further, the jobs undertaken by low-educated might leave less energy for education and training in the spare time than jobs undertaken by higher educated. It might therefore be that low educated will also be more likely than high educated to mention lack of time and energy as a barrier towards participation in adult education and training.