While several have written about the connection between life experience and learning, there is little in the literature that explicitly deals with how a particular life experience can become a significant learning experience for one person, but not another. This qualitative study examines the underlying structure of the significance of life‐experience learning. Open‐ended responses to a question about one's significant learning experiences were collected from 405 adults. In addition, 19 interviews were conducted to probe more deeply about individuals’ learning experiences and the significance they held for the learner. Findings suggest that for learning to be significant: (1) it must personally affect the learner, either by resulting in an expansion of skills, sense of self, or life perspective, or by precipitating a transformation; and (2) it must be subjectively valued by the learner.
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