In the last decades of the 20th century lifelong learning became a key concept for solving social and economic problems in highly industrialized countries. Lifelong learning was the societal response to conditions in a rapidly changing economic world. Humans have always learned in the normal course of their lives, but this learning was informal. Modern conditions require formal education in formal courses with a controlled output. In many reports by international organizations lifelong learning is seen as a necessity and also as an opportunity for adult learners. But does this picture reflect the affective situation of all adults in mathematics courses? Many adult learners in mathematics courses are unemployed, and instead of being willing participants, they were forced into courses which include mathematics as a compulsory component. They have not chosen to participate in a learning program. This paper discusses the motives of adult learners for pursuing mathematics courses, as well as their emotional state in these courses, by using the results of a previous empirical study of the state of mathematics education within the Austrian adult education system.