While referring to the notion of lifelong learning the authoress focuses on the pedagogical perspective of determinants and possibilities of biographical learning by individual social actors. In the article, the concept of learning is understood as a transformation of structures of experience, knowledge and acting within the context of people's life stories and their reality. By referring to the method of educational biography, the authoress describes stages and assumptions of her research-educational project. It was realized among part-time students in Zary in one of the newest vocational, non state-owned colleges, founded a few years back in the Polish-German borderland. Furthermore, the authoress characterizes the specificity of the borderland region, as well as the socio-professional situation of the participants - inhabitants of towns and villages of the region - whom she describes as 'non-traditional' students. In the article, the authoress presents the results of their written biographical narratives, focusing primarily on extracting and describing three different ways of giving meanings and purposes to learning found in Zary students' autobiographies.