The World Health Organization (WHO) proposed the Active Aging Policy Framework in 2002 as a shared vision for aging countries. In turn, the Ministry of Education in Taiwan developed a core curriculum framework using the Active Aging concept in response towards learners’ normative needs. There were four aims of the study. First, the study analyzed learners’ backgrounds. Second, learners’ thoughts about the importance of learning goals were assessed. Third, the study surveyed the importance of a normative need-based curriculum in terms of its dimensions and learning topics from the learners’ perspectives, along with the extent of learner participation. Finally, the study explored participants’ opinions concerning learning goals. The study used a questionnaire surveying 3,179 learners from Lo-Ling Centers, Chang-Chin Shue Yuen and Lo-Ling Da-Shue. Results of the study reveal that in comparison with male participants, female participants deemed the courses more important. Overall, most participants agreed that continual learning is crucial and should be an integral part of life. The degrees of learning and applying new knowledge can be key indicators of participants’ learning. Even though most of the participants believe active aging courses to be important, they might not necessarily participate in those courses. The study suggests that senior learning organizations and program planners provide more normative need-based courses. The study also recommends course designers or instructors to consider the following as primary learning goals: learning new information, applying knowledge, and continual learning. Courses viewed by learners as less important, or even ignored, should in fact be provided more often. Finally, courses viewed as important, but had fewer participants engaging should also be provided.