Much of the growing interest in and emphasis on lifelong learning by national governments and global agencies is associated with the ability of adults to remain employable- that is, learning associated with economic and social purposes rather than individuals’ cultural betterment. It is proposed in this chapter that understanding what shapes adults’ learning and development across their working lives necessitates illuminating and elaborating their personal curriculums- the person-specific pathways of activities and interactions that comprise the experiences they have and from which learning and development arise through their experiencing of them. That ‘experiencing’ comprises individuals’ construal and construction of the knowledge as shaped by but also shaping what these individuals know, can do and value- that is, those processes are mediated bidirectionally through what is suggested through the projections of the social world, the brute facts of maturation and how individuals come to engage and change through those processes. What the social world suggests and the demands of the brute world are, however, subject to individuals’ mediation of them based on what they know, can do and value as they construe and construct knowledge from those experiences, as premised upon earlier or premediate experiences. The latter can be referred to as personal facts and comprise personal epistemologies. Such accounts can perhaps only be illuminated by capturing and elaborating those personal pathways of experiences and individuals’ experiencing of them: personal curriculums.