Critiques of lifelong learning have focused on the neo-liberal underpinning of state policy, where individuals are expected to take responsibility for meeting the needs of changing labour market conditions in the post-Fordist economy. We treat lifelong learning as an "ideological frame" that (re)shapes how people see and understand social reality, and organise their job seeking activities accordingly. Our argument is supported with data from two studies that examine how professional immigrant women from China navigate the Canadian labour market from their perspectives. Specifically, we identify how lifelong learning as a discursive frame intersects with credentialism, the gendered and racialised construction of Chinese women, age and gendered familial relations to channel professional immigrant women into a labour market segmented along gender, ethnic and racial lines. We end with the policy implications of our discussion. (Contains 3 notes.)