There have been many theoretical and empirical analyses of lifelong learning policies and how to implement, develop, measure and facilitate lifelong learning and lifelong learning policy in order to cater for the needs and requirements of individuals as well as society in general. The particular slant on lifelong learning in different countries depends on their history and traditions and on the current social, political and economic context. For the past 20 years, Estonia has been in a period of transition from a postcommunist to a market-based and democratic society. This has brought new challenges to education, including adult education. Estonia is a post-soviet country where the processes of liberalism, individualism, neo-modernism and post-industrialism have all taken place within a short period of time. Adult education policy in Estonia has been influenced by the direction of social, economic and political change in the European Union; it has also been affected by the need to consider EU directives, European policies and trends in the European educational area. This article focuses on adult education in Estonia by analysing strategic documents concerning lifelong learning and adult education policy and statistical data concerning participation in lifelong learning activities. The article provides an overview of tendencies and contradictions in lifelong learning and adult education in Estonia in order to understand the present practices in Estonian adult education. (Contains 1 figure and 2 notes.)