鑑於高齡化社會愈加成形之際，如何藉由提供高齡者參與學習機會以促進其晚年生活品質甚為重要。概括而言，學習行動始於動機的形成，而採取行動前須對學習機會、學習資源、學習管道等有所掌握與瞭解，方能積極主動投入之。因此，本文旨在以臺北縣高齡者為例，瞭解其學習偏好的情形、對學習權之意識及認知，採問卷調查形式，以臺北縣九大區之代表鄉鎮市的國小補校，以及臺北縣樂齡學習中心之55歲以上的高齡學員為對象，進行調查分析。 研究結果發現，高齡者偏好閱讀型學習風格、選擇正式的教育機構參與學習、偏愛休閒旅遊類的課程。至於學習權方面，高齡者較缺乏獨自獲取學習訊息的能力，在課程規劃上，對社區在地文化相關議題的融入應再加強，另外，健康與時間因素是限制其參與學習的主要因素；最後，本文進一步提出相關的結論與建議。

Improving the elders life qualities has become critical issues in the aging society for each countries, and learning participation is one of the most efficient strategies. Therefore, equipping the elder’s understandings and accesses of learning opportunities, resources and methods is the first step of significant learning outcomes for elder persons. This research was conducted by empirical survey in the Taipei County areas, and the survey panels were all above 55 years old. The survey instrument used in the research was a questionnaire developed by the 4 meetings with professionals, such as educators, professors, and practical workers. The research showed that the elders prefer to reading learning style than others, and they intend to join formal learning organizations than other social or informal ones. From this research, it demonstrated that the elders encounter gaps in reaching better learning information, and expect the curricula including more local community culture contents. The health and time are main barriers for their learning rights. Based on the research finding, we further give conclusions and suggestions for future policy directions.