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This article, based on OECD's adult learning thematic review, analyses the trends in selected OECD countries and the different policy measures adopted by governments to improve access to, and participation in, adult learning. It begins with an overview of participation in adult learning before considering why some adults do not engage in learning. Reasons include: lack of information; lack of time; lack of motivation; lack of incentives; lack of access; and lack of funding. The article then outlines the different types of learning needs (learning for recovery, learning for upskilling, learning for special needs, learning for social and personal development) and highlights areas for improvement. These are: many different partners with policy fragmentation at vertical and horizontal levels; programs not being flexible enough; supply not reaching potential demand; lack of evaluation; little quality control; not enough information and guidance; unclear information on returns to learning; and low priority budgets. The article concludes by calling for a coherent approach to adult learning policies and an integrated adult learning system that can cater to greater demand and offer better quality.