The authors report the results of a European project, Lifelearn, and discuss how lifeplace learning (LPL) can be used to effect appropriate learning opportunities for all. The project tested the concept of valuing and accrediting learning from life experiences in higher education in Europe, and its conclusions suggest that LPL is valuable for both students and tutors. While the results indicate various successful elements, including high pass rates, increased student motivation, response to student needs and flexible assessment, issues such as national barriers, the understanding of LPL and academics' ingrained negative attitudes still need to be overcome. The authors also discuss the potential benefits of LPL in providing learning opportunities for future careers in industry or business or for personal and professional development. In this current environment of rapid change, competition and global economic downturn, industry and businesses require skilled workers, critical thinkers and innovative and entrepreneurial movers who can make a difference to an organization's development. The LPL concept can encourage such traits, the authors argue, by using past, current or future life experiences within discipline-based or stand-alone courses to enable independent learning and to encourage advanced life and business skills, which are then easily transferable as benefits to the business world. (Contains 2 notes.)