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For lifelong learning to flourish, greater recognition and value must be attributed to the range of informal learning occurring in community settings. This report is based on a short research study which focused on progression routes from informal learning in community settings and investigated the extent to which informal learning assists people to progress, both educationally and in other ways, and how this process can be facilitated. The largely qualitative study was undertaken in the United Kingdom between September 1998 and January 1999 with funding from the Department for Education and Employment (DfEE). The study involved a literature search, consultation with relevant agencies and individuals, and visits to informal learning environments and organisations providing informal learning in the community. The report contains the following four sections: definitions of informal learning and progression, and the role of informal learning in widening participation; various factors and conditions that assist educational progression; factors impeding educational progression; a summary of the findings, a discussion of the arguments in support of informal learning, and points to be considered by policy makers and education and training providers.