A study compared the characteristics and participation motivations of older adult learners in age-segregated and age-integrated educational programs. The instrument for the research consisted of two parts--a Program Participants Survey to collect social and demographic information and Boshier's Education Participation Scale. Subjects were 482 older adult learners in two continuing education programs. The learners were, typically, married white women, 62-70 years old, who live in single family homes in urban areas and have fairly high educational and income levels. Results indicated age-integrated, university-based programs attracted lifelong learners who were well-educated, relatively affluent, and relatively young. Age-segregated, community-based programs attracted learners of diverse educational backgrounds and of more advanced age (over age 80) who were not frequent educational participants. Different learning environments attracted older adult learners whose motivational orientations exhibited some differences. While learners in all populations had the highest mean factor scores on Cognitive Interest, reasons related to Social Contact had more influence for age-segregated than for age-integrated learners. The latter group indicated that Social Welfare reasons influenced their participation in continuing education more. (YLB)