An increasing number of mayors are adding 'learning' to traditional city responsibility for sewers, roads, parks, garbage and dog-catching. However, just like in the 1970s, there is uncertainty about what is meant by 'learning' and considerable variance embedded in the notion of 'city'. Some Learning City advocates look to UNESCO's Faure and Delors reports for advice on how to interest citizens in learning in informal, nonformal and formal settings. Hence, older preoccupations (such as the learning society) are enjoying a discernible renaissance. Other authorities depend on OECD (money-oriented) notions of learning. In China, there is an infatuation with Peter Senge's notion of 'learning organisation'. In this paper, the task is to examine the Learning City as a place and a process, analyse the political orientations and scope of well-known Learning Cities and reflect on UNESCO Learning City world conferences held in Beijing, Mexico City and Cork. Finally, the author highlights scholarly issues needing research and urges adult educators and advocates of lifelong learning to get involved with Learning Cities before their places are nabbed by 'smart city' enthusiasts raving about digital literacy and entrepreneurs motivated by the smell of money.