Partnership frequently occupies a central position in policy debates over lifelong learning. This dominant policy view of partnership is largely rooted in the world of provision, and is legitimated by reference to broad policy goals (competitiveness, inclusion, and - in Scotland - nationhood). Learners' experiences, aspirations and behaviour suggest - unsurprisingly - a different set of priorities and concerns.The paper will examine patterns of participation and progression among a group of thirty Scottish adults, the majority of whom have undertaken formal education and/or training programmes since leaving school. Little progression between different sectors or types of programme can be seen; some experiences have a conservative influence on subsequent learning behaviour; others involve cycles of repetition rather than transition, and some produce cynicism or withdrawal. Progression in the formal sense appears to affect only a minority. Some interviewees have responded to these circumstances by distancing themselves from the 'learning society' by withdrawal from programmes or refusal to continue with formal education. This questions whether non-participation can be at least as agentic as participation, as well as challenging notions of the self as a learning agent. Formal provider partnerships appear to impinge little, if at all, on the learning lives of these adults.