Recognition of the skills acquired through non-formal or informal learning is important for a number of reasons. Individuals gain a feeling of worth and self-confidence, which encourages them to continue to upgrade their skills and knowledge, often leading to formal qualifications and improved employment outcomes. The process of recognition of prior learning (RPL) also ensures that knowledge and skills already held do not need to be repeated. While recognition of prior learning is seen as an integral and valued component of the learning pathway and in many cases a critical catalyst to accessing formal education, both practitioners and learners have criticised recognition of prior learning for being difficult to access and implement. There have been many studies into the nature, value and uptake of recognition of prior learning. To date there has been only a limited exploration of the experiences of people who have sought to have the skills they acquired through non-formal or informal learning recognised. By offering interesting insights from the perspective of candidates who have presented themselves for recognition of prior learning, this report fills the gap. It covers how they become aware of their options and the factors that encourage or inhibit access to recognition of their skills and knowledge. Two appendices are included: (1) Methodology; and (2) Sample characteristics. [Funding for this report was provided through Department of Education, Employment and Workplace Relations.]