In this study, which investigated lifelong learning tendencies of vocational school students, quantitative research method was adopted. The research designs are comparative research and descriptive research. Data were collected from 627 students from 13 vocational schools in Tokat. Data collection tool is Lifelong Learning Tendency Scale consisting of 27 items and four dimensions. Dimensions of the scale are motivation, persistence, self-regulation and curiosity. The findings show that vocational school students have a lifelong learning tendency above the intermediate level. Among the dimensions, motivation has the highest mean while curiosity has the lowest mean. Gender is a variable that differentiates the lifelong learning total scale mean. Female students have higher lifelong learning tendencies than males. In addition, a significant difference was found in favor of female students in terms of self-regulation and curiosity. Class level is a variable that makes a significant difference for self-regulation dimension. First year students tend to be more self-regulated than second years. The major, differentiates lifelong learning motivation tendencies. The students who study in the technical sciences have the highest motivation mean, while the students study in the health sciences have the lowest. Family income, mother education level and father education level did not make a significant difference in terms of lifelong learning total scale and its dimensions. Students' plans after graduation is a significant variable for the curiosity dimension. The students who want to pursue their education have significantly higher curiosity mean than the students who want to work.