Informal learning has often been seen as formal learning's "poor cousin". Our paper explores and discusses new and different ways of thinking about defining, valuing and researching the breadth and importance of informal learning in diverse national and cultural contexts. This includes a consideration of the power relations that can act to devalue informal learning. It is underpinned by a recognition that not only do a relatively small proportion of adults currently engage in formal learning, but those who do tend already to be dedicated and successful lifelong learners. It leads to a discussion about how informal learning might be framed as part of the solution to adult exclusion, seen to be aggravated by unnecessary adult educational hierarchies, accreditation, assessment and formality. (Contains 2 tables.)