Lifelong learning has been closely related to the development of human capital from an economic perspective. The focus of this research study is the social and cultural motivating and facilitating factors that might have contributed to the life long learning experience as perceived by the interviewees. Fifteen participants, who have worked as educators or who are currently teaching in various educational settings, which include primary, secondary and tertiary levels, took part in this study. The themes that emerged, from a phenomenological in-depth qualitative interview approach, were analyzed using the constant comparison method. The findings reveal that the process of life long learning experience encompasses various stages, namely dissatisfaction, reflection, decision making, overcoming obstacles, and on-going growth. Both system support from a wider context and micro family support were found to be essential. Various facilitative factors from the local culture were revealed. A model of lifelong learning for school teachers was identified.