This paper discusses the connection between age and strategies for learning new technology related tasks. Many users have to learn about new devices and applications on a frequent basis and use a variety of strategies to accomplish this learning process. Approaches to learning new technology related tasks vary and can contribute to a user's success or failure in mastering these tasks. Little research exists on how this affects older users actively pursuing education. This study focuses on how learning strategies, types of errors, and attitude can vary among users of different age groups. A survey was administered to two user groups, one was a group of traditional age students taking introductory general education courses at a Mid-Atlantic comprehensive university, the other was a group of members of the Osher Lifelong Learning Institute at the same university. The results of this study highlight the importance of considering age related changes in learning styles, types of error, and attitude when introducing new technology related tasks. The paper concludes with a summary of considerations for content delivery and plans for future research.