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AbstractParticipation of adult learners in the system of education is pre-conditioned by a number of circumstances which provide for efficient learning and, eventually, positive social and personal effects / results. The empirical research was aimed at the level of adult learners' interest in learning and emerging barriers related to the activity. The barriers are mainly related to physical and psychological obstacles. In many cases they are related to the individual's background education, qualifications and personality. External obstacles might be embedded in institutional and situational factors: extra expenses, challenging jobs or incompatibility of work and learning, obligations at home and job place, geographical inconveniences. Respondents of different age groups indicate absence of funds for learning as the main obstacle for getting involved in educational process. The second barrier, regardless of age group, is absence of time and high involvement at work. Other age group- and city / country- related barriers are essentially different: family issues, health problems, employers' attitudes and distance from education institutions come to the fore.