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In this chapter characteristics of senior learners and two paradigms (one which currently exists and one which is emerging) are examined for understanding how older adults are conceptualised as learners. The author suggests that the existing paradigm is welfare based, resting on paternalistic assumptions, hierarchical organisations and concerns about educational attainment and participation in formal programs; it views education as a preparation for a competitive marketplace and adult learning as the consequence of autonomous activities. The emerging paradigm is partnership-based, resting on assumptions of equality, empowering partnerships and concerns about learning skills and interactivity in the home, workplace and community; it views education as a preparation for a collaborative marketplace and adult learning as a consequence of integrated and relational activities. The author concludes that improving learning opportunities for senior learners is not vastly different from improving learning opportunities for all learners. There is a need to develop a learning community, integrating the two paradigms in order to provide a coordinated continuum of appropriate services.