Engaging employees in direct learning activities to ensure organizational growth and success and to meet strategic goals continues to be a challenge for agencies across the federal government. At a time when decreased funding for training is a reality, and employee satisfaction rates continue to decline, federal agency leaders seek to understand how aspects of their organizational environment can be leveraged to increase employee professional learning behaviors. The U.S. Forest Service has prioritized developing its employees by providing them with ongoing learning and leadership opportunities to enhance its capacity as a learning organization. This quantitative, correlational study explored how the pursuit of lifelong learning among U.S. Forest Service employees was influenced by three factors: employee value for learning, supervisor support for training, education, and leadership development, and perceived access to professional learning opportunities. The study used a combined theoretical lens of Andragogy and Self-Directed Learning Theory. A previously validated survey was administered online to 1591 voluntary participants. Results of the study show significant correlations between employee value for learning, supervisor support for training, education, and leader development, and their perceived access to learning with their pursuit of lifelong learning. The study provides an understanding of several significant individual and organizational factors related to the pursuit of lifelong learning among U.S. Forest Service employees, which, when leveraged effectively, could enhance the agency's level of employee learning engagement to support its growth as a learning organization. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]