According to the approach of Bynner, Schuller and Feinstein (2003), participation in adult education contributes to an increase of a person’s social capital, identity capital and human capital. The reverse conclusion proposes that the benefits of educational processes can also motivate learners to participate in continuing education. Based upon these heuristics of educational motivation of adults, 22 qualitative interviews with older employees in Germany were conducted within the context of a larger project. By applying a documentary method of evaluation to the interviews (which lasted 90 minutes on average), a typology of motivational patterns of older employees regarding their participation in adult education emerged. The three identified types vary particularly in the degree of purpose orientation in educational activities and in the assessment of reaching educational goals. Furthermore, different types display different foci in educational motivation, which can be interpreted as a varying emphasis of social capital, identity capital and social capital.