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This paper focuses on what is known internationally from research about some aspects of men's learning. It explores the similar and different factors that shape men's attitudes towards learning in diverse national and cultural contexts and identifies some possible parallels (and differences) between the experiences, participation and outcomes in the education of men and boys. It proceeds to make a case for recognizing and addressing the factors that affect gender parity in educational contexts, including Australia, in which several tertiary outcome measures are skewed towards girls and women. The paper forms part of background research for Phase one (in six Anglophone nations) of a major international research project into men's learning in community settings that includes several Western Australian study sites.