A study examined patterns of self-directed learning among disabled adults and their adult caregivers in Lancaster, England. Data were gathered from the following sources: 117 completed semistructured questionnaires that had been distributed through carer organizations in Lancaster and Blackpool (England) and the surrounding area; semistructured interviews of 8 of the carers who had completed questionnaires and volunteered to be interviewed; and semistructured interviews with 10 disabled adults. Among both the disabled adults and caregivers, participation in self-directed learning activities was mixed. Some individuals deliberately set out to learn about the disability with which they were dealing; however, activities such as reading, writing, and asking for information were not the norm. Little evidence of planned or intentional learning was found for either group; however, self-reported evidence of learning both in relation to the social roles of being an informal carer/disabled adult and with regard to "spare time" activities was found. Few of the disabled adults or carers interviewed had participated in formal continuing education. It was recommended that consideration be given to expanding the role of continuous education as a "contiguous resource" for disabled adults and their caregivers as home-based learning technology becomes more widely available. (Contains 23 references and 13 tables.) (MN)