This paper deals with specific characteristics of elders,1 bearing in mind both their cognitive and their non-cognitive aspects. Regarding their way of learning, the paper refers to basic principles for this group of people: active learning, situational analysis, their experience, awareness that they have--and need--specific time and rhythm for learning and to deal with different cognitive activities, and finally, to avoid the inadequacy of proposed activities and scarce time for doing them. Within the context of learning for elders, it is of utmost importance to have educational programmes adapted to them. Programme names for elders vary depending on the country, for example, in Spain they are called: "Aulas de la Tercera Edad" (Third Age Schooling or Schools of the Third Age), "Universidades de la Tercera Edad" (Universities of the Third Age), "Centros para la Tercera Edad" (Centres of the Third Age), etc. The main basic motivations for elders to learn are, among others: to use their spare time, to extend knowledge content and to achieve things they could not before, for various reasons (personal achievement). Since the elderly have a specific way of and for learning, the profile of the educator for these learners must also be specific. It is advantageous for learning that the educator is prepared, not only academically, but also social and culturally. Thus, teaching should also include integration into a modern society, to learn how to enjoy life, culture and friends (bearing in mind their typical age limitations too, for example, chronic diseases, functional limitations), and to feel that despite their age, elders have much to offer to themselves and to others. (Contains 4 notes.)