This article explores the question of what we might understand to be a learning context within discourses of lifelong learning. If we identify learning as both lifelong and lifewide, how then can we frame a meaningful notion of context and what is its relationship to learning? These are important questions that have been explored within work on situated learning and activity theory. However, they have yet to be explored specifically in relation to the notion of lifelong learning. This is the task of this article, which is theoretically driven and speculative.