Routes of progression from formal to informal learning in community settings in Great Britain were examined in a study that included three research strands: literature review; consultation with relevant agencies and individuals; and visits to nine informal learning environments and organizations providing informal learning in the community. The study documented that informal learning takes place in dedicated learning environments and noneducational settings. The location of learning often proved more important than its actual focus. Informal learning generated by local people themselves often led to wider community involvement and activism, whereas learning arranged by education providers most often let to high rates of educational progression. Informal learning often started people on a continuing learning path by helping them become confident and successful learners. Factors facilitating and impeding educational progression were identified. It was concluded that, although educational progression is an important outcome of informal learning, first-step learning should also be valued for itself. It was further concluded that the system of funding education must consider the fact that adult learning pathways are not always in a single direction. Appended is a table providing examples of progression routes from Open College Network-accredited programs within England's Open College Network Centre. (Contains 110 references.) (MN)