The phrase 'triple bottom line' as used in the title was chosen to show the relationships and connections between understanding of the aims and effects of adult education by organizers and participants of training courses financed by the EU Structural Funds. The contents of the training course evaluation forms were analyzed with the help of the 'triple bottom line' metaphor. The analysis has revealed that the use of metaphors can play an important role in research on adult training, because it makes possible to interpret educational experiences from fresh perspectives. On the basis of the evaluation of the training courses for the unemployed three 'bottom lines' were identified. The first 'bottom line' refers to the efficiency control regarding the fulfillment of the aims of the training course. The second 'bottom line' shows that having finished one training course the former trainees participate in further trainings. This can be of both positive or negative character. The metaphor of the second 'bottom line' shows that the need for adult educational activities is not limited to professional reorientation. The metaphor of the third 'bottom line' represents numerous reciprocal interactions and occasional relationships between participants of the training courses which show their new attitude toward life. The use of the 'triple bottom line' metaphor in the analysis of the selected form of adult education has revealed the discrepancy between the intentions of the organizers of adult trainings and the participants' sense of effectiveness of the educational process.