It is important to address quality of life issues, such as education participation, with a growing aging population. The focus for the present research was on possible reactions among a broad age range of nontraditional learners. The present study found significant aging-related issues in perceived willingness to be involved in math-related learning and associated assessment contexts. Although nontraditional male and female learners differed in their characterization of personal past social role models' messages toward gender-related math ability, there were no significant differences in math test performance. This finding supports a possible "decrement" stereotype threat belief among relatively older learners. (Contains 3 tables.)