In this paper I argue that it is necessary to conceptualise learning carefully, in order to make sense of people's learning lives. I draw upon evidence from the Learning Lives project, to explore the ways in which people learn (formally and informally) through living. The evidence shows that learning takes place in all aspects of a person's life. Put differently, a person's learning is both ubiquitous and situated. A helpful way to conceptualise that learning is as a social and embodied process of becoming. At any point in time, a person's learning is enabled and also constrained by their dispositions to life, learning and themselves, in relation to their position, and the affordances for learning in the situated cultures that they participate in. As people learn they continually reconstruct themselves. Occasionally this can lead to significant changes in their dispositions and even identity. More often, learning is tacit and routinised, resulting in either reinforcement of existing dispositions, or the relatively trivial extensions of them. Significant changes in position and/or disposition often lead to increased learning needs and opportunities.