The aim of the paper is to analyse the political process making lifelong learning the main topic on the European education policy agenda. Based on multiple streams theory (Zahariadis, 2003), the research question is: Which participants, problems and policies can be identified in the process making lifelong learning the main focus on the international education policy agenda in the beginning of the twenty-first century?Zahariadis in his model distinguish between three streams in the decision making process: The problem stream, the politics stream and the policy stream. The first consists of different conditions considered e a problem by policy makers and/or citizens, the politics stream refers to ideology and national mood, and the policy stream to ideas or solutions competing to get attention. Decisions are most likely taken, when all three streams are coupled. This happens when a policy window opens in either the problem stream or the politics stream. What decision is taken depends on the content of the streams at the time of the coupling. Another focus in Zahariadis' model is policy entrepreneurs by which is meant individuals or other actors trying to couple the three streams in a specific way for instance by manipulating the policy windows. The methodological approach is inspired by discourse analysis as developed by Foucault (Andersen, 1999; Foucault, 1999). The main focus for the analysis is the European context but global actors as UNESCO and OECD are included when they can be seen to have had an influence on the European education policy. The analysis builds on closer analyses of relevant policy documents (e.g., Making a european area of lifelong learning a reality, 2001, "Council resolution of 27 june 2002 on lifelong learning", 2002, Lifelong learning for all, 1996, Lisbon european council: Presidency conclusions, 2000, "A memorandum on lifelong learning", 2000; e.g., Permanent education. The basis and essentials, 1973, Recurrent education: A strategy for lifelong learning, 1973, "Santa maria da feira european council: Presidency conclusions", 2000, Teaching and learning. Towards the learning society, 1995) together with existing research reports on the political process in the time up to and after the Lisbon European Council in 2000.Lifelong learning has since the 1060's been seen as the solution to a range of different problems. It is expected that the analysis will point at many different participants with many different aims having acted as policy entrepreneurs, in the process of making lifelong learning a central theme at the European education policy agenda, involving politicians, researchers, organisations etc.Andersen, N. Å. (1999). Diskursive analysestrategier. Copenhagen: Nyt fra Samfundsvidenskaberne. Communication from the commission. Making a european area of lifelong learning a reality. (2001).). Brussels: Commission of the European Communities. Council resolution of 27 june 2002 on lifelong learning. (2002). (Vol. 2004): EU Kommissionen. Foucault, M. (1999). Diskursens orden. Oslo: Spartacus Forlag. Lifelong learning for all: Meeting of the education committee at ministerial level, 16-17 january 1996. (1996).). Paris: OECD. Lisbon european council: Presidency conclusions. (2000).). Lisbon: Commission of European Communities. A memorandum on lifelong learning. Commision staff working paper. (2000). Retrieved 13.02, 2004, from http://www.bologna-berlin2003.de/pdf/MemorandumEng.pdf Permanent education. The basis and essentials. (1973).). Strasbourg: Council of Europe, Council for Cultural Co-operation. Recurrent education: A strategy for lifelong learning. (1973).). Paris: Organisation for Economic Co-operation and Development, Centre for Educational Research and Innovation. Santa maria da feira european council: Presidency conclusions. (2000). Retrieved 1 July 2004, 2004, from http://ue.eu.int/ueDocs/cms_Data/docs/pressData/en/ec/00200-r1.en0.htm White paper on education and training: Teaching and learning. Towards the learning society. (1995).). Bruxelles: The European Commission. Zahariadis, N. (2003). Ambiguity and choice in public policy. Political decision making in modern democracies. Washington, D.C: Georgetown University Press.