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This paper explores the extent to which existing students are contributing to the process of cultural change in local communities by asking how the experiences of learning in higher education impacts on the wider role and relationships of nontraditional students. It examines the perceived connections between the experience of a group of former further education Access program students now studying in higher education in United Kingdom (UK) and their attitudes and aspirations in relation to the learning of their children. Much work to promote inter-generational learning takes the form of professional efforts to develop remedial interventions through the institutions where parents are most visible, usually primary schools, though also in some secondary schools. The paper seeks to identify changes in parenting practices and understandings which emerge, not as a result of such interventions, but as a consequence of parents returning to learning in other parts of the education sector. It explores the broader development of a home culture which supports aspiration and learning among parents for whom recent experiences of learning may have contributed to changing their own views of education and its value for their children.