A qualitative study investigated learners' perspectives on a range of current systems for identifying, recording, and validating achievement in non-accredited learning. A sample of 169 learners were interviewed, individually and in small groups, using a semi-structured schedule. Ten education providers were involved. All were using a learning outcomes-based approach to identifying achievement in non-accredited programs, i.e. learners were asked at an early stage, either individually or collectively, to agree to a range of outcomes that were later used to help assess learning gain. Staff members were interviewed, using a semi-structured schedule, to identify links between learning outcome systems and wider quality assurances, teaching/learning approaches, and staff development. Findings indicated learners valued adult and community learning; they had a rich mix of purpose and long- and short-term goals; most identified some form of skill acquisition as their overall motivation; learners identified three sources of knowledge about their achievements (self assessment, tutors, and peer assessment); and they saw learning outcomes as creating a useful, flexible framework that helped them to understand what they had signed up for. The outcomes suggest the potential to develop and strengthen systems for identifying achievement; a significant need for professional development; and research potential. (YLB)