It is estimated that in 30 years time nearly half the population of Britain will be over 50. In his introduction to "The Learning Age," David Blunkett proclaimed that "we must all develop and sustain a regard for learning at 'whatever age'" (Blunkett, 1998, my italics). Yet such activity does not extend to higher education, where numbers of students aged over 50 are shamefully low. This paper will begin by outlining a range of issues for older students (aged 50+), whilst recognising differences and diversities between this group of students, not least of which is age, but also including, gender, social class, ethnicity, disability and more. It will move on to raise some key areas for discussion, including ways in which teachers and institutions incorporate, adapt or change pedagogic approaches in order to facilitate and negotiate effective learning for "older" students. Drawing on examples from non-formal learning, it will go on to show how universities can develop effective learning communities for "older" students. It will conclude by emphasising the need for strategies for inclusive learning for older people to be incorporated into both policy and practice, to enable us to move towards a future when learning can come of age.