Third-age learning is a subset of lifelong learning enjoyed by individuals in the stage of retirement, and often 60 years or older. Community art education (CAE) for learners in the third age commonly occurs in recreational settings, nursing homes, museums, libraries and places of worship. In addition to these informal learning sites, there are CAE programmes developed within postsecondary institutions that provide opportunities for artistic inquiry and instruction. In the following article, we share a case study involving third-age learners conducted in the 2014/2015 academic year. We begin by briefly describing an innovative CAE programme at Concordia University in Montreal, Canada, and then discuss a specific initiative undertaken in cooperation with the University's alumnae extended education programme. Our study explored large questions about motivation, curriculum and pedagogy, but also focused on major themes in lifelong learning and the individual stories of the participants. One participant, named Reto, is featured in this article, and with his collaboration we offer a co-constructed narrative alongside an analysis of themes including personal development and social inclusion. The insights gained through our study have potential broad applicability for the general area of university--community partnerships and for CAE for the growing third-age population.