A Livingston, Montana, study on lifelong learning was conducted in two parts. The first part gathered data about the following: (1) what respondents had learned in the previous 12 months; (2) their sources of information and how they rated them; (3) why they initiated learning activities; (4) economic costs and benefits; (5) what they might like to learn in the future; and (6) resources to which they would turn. The second part generated additional information about learning networks and learning providers. Data gathering relied on field research and field theory. A stratified random sample using the local telephone directory generated names of 100 prospective respondents; 60 were interviewed. Findings showed that positive and negative forces, both internal and external, led respondents to engage in learning activities. Respondents identified 302 learning activities with which they had been involved during the past year. The most frequently mentioned resources were themselves, their own books, friends, family, and library books. Respondents were more satisfied with human than nonhuman resources. The most frequently mentioned reason for learning was necessity. The average learner spent approximately $1,000 per year. Respondents did not realize economic benefits in 68.42 percent of their learning activities. The most frequently identified category of learning for the next year was cultural; the most frequently mentioned resource was paid teachers. Learning providers exhibited a wide range of teaching skills at various levels of proficiency. (Appendixes include 10 references and 22 data tables.) (YLB)