This study was designed to investigate factors that influence university teachers' lifelong learning from the perspective of professional development. This study built a framework on Jarvis' lifelong learning definition which is rooted in the constructivist paradigm, indicating that adult lifelong learning is a process constantly constructed and reconstructed along with individual experiences with external organizational conditions. The nature of the research questions directed the research design towards a quantitative approach. Samples were full-time teachers working in seven universities located in Shandong Province, China. Significant positive relationships of variables demonstrated Organizational Learning Culture (OLC), Managerial Effectiveness (ME), Learning Content Focus (LCF), Collaborative Learning (CL) and Psychological Empowerment (PE) as influential factors. And PE acted as mediator between OLC, ME, LCF and LLL. This study provided a new perspective in promoting university teachers' lifelong learning. Empirical evidence and practical suggestions proposed in this study.