Theories of social interaction and lifelong learning have been advanced by K. Lewin, J. Moreno, T. Sarbin, J. W. Thibaut and H. H. Kelley, R. S. Perinbanayagam, and B. Dervin. From this research lifelong learning can be seen as an affective and cognitive activity that occurs in the life-space of the actor in response to positive or negative field forces at any given moment in time or across periods of time. The actor may respond positively or negatively to field forces in a manner that ranges from being deliberately focused, or inquisitive, to one that is ill-defined, or haphazard. The actor responds to life situations by assuming a select few roles in any given situation. In the learning process the actor migrates, at times into psychically and socially unfamiliar regions that are beyond the boundaries of his or her life-space. In the learning process the actor is attempting, through a series of responses, to make sense out of what challenges, intrigues, or intrudes into his or her life. That sense-making process may seem to appear predictable or unpredictable, but it is a journey unique to each and every actor. This report contains a section of vignettes reporting the lifelong learning experiences of a variety of persons gathered during interviews conducted with 191 adults with varied levels of education and socioeconomic status. Contains 47 references. (KC)