This study aims to reveal the relationship between lifelong learning and philosophies of education. The sampling of the study consisted of 570 prospective teachers attending a pedagogical formation course at Bartin University and Bülent Ecevit University in 2016. Relational screening model was used in the study and the data were collected through Educational-Instructional Philosophies Determination Scale and Lifelong Learning Tendency Scale. The collected data were analysed using regression analysis via SPSS 22. According to the data obtained, there is a weak, positive correlation (r = 0.286) between prospective teachers' lifelong learning tendency and the philosophies of education they favour at 99% confidence interval. As the standardised regression coefficient (ß) indicates, the relative order of importance of predictor values on lifelong learning tendency is as follows; essentialism, perennialism, reconstructionism and progressivism. It is observed that essentialism and perennialism are important predictors for lifelong learning tendency