A study in South Wales developed the insights provided by previous research into further education and job training by exploring the ways in which the determinants of participation in lifetime learning vary systematically over time and from locality to locality. In addition, the study looked at empirical patterns of participation in lifetime learning through the concept of "trajectories." Data were gathered through a questionnaire survey and semi-structured interviews with 1,104 families in South Wales, as well as through examination of educational information from the institutions in the area. The study found these five lifelong learning trajectories: non-participant, transitional, delayed, lifetime, and immature. The full model of lifetime learning trajectories includes more than 40 independent variables that can be summarized in these five broad factors: time, place, gender, family, and initial schooling. The study found that the pattern of trajectories has changed over time, with lifelong learning and transitional learning increasing and apprenticeship decreasing. In addition, findings indicated that early success or failure at school lays the foundation for learner identity and participation in further education. The study concluded that additional research is needed to improve understanding of the processes of lifetime learning and motivation. (Contains 20 references.) (KC)