Limited research exists that explores the needs of the burgeoning, well elderly sector of our population. Using a phenomenological approach, this inquiry investigated the lived world of six older women, between the ages of 65-85 years, struggling to continue living alone. Research was conducted in response to the question: What is the experience for older women of learning to use assistive technology for task performance and home modification, and what is the meaning of that experience? Data collection followed the four step, descriptive phenomenological model of Barritt, Beekman, Bleeker and Mulderji (1983). Taped interviews held with the six co-researchers led to the development of individual descriptions and to co-researcher validation of the written descriptions. Extended reflection on the confirmed protocols allowed the development and final confirmation of the older womens' experiences of learning to use technology at home. Research findings delved into the complex meanings of daily experiences of six older women learning to use assistive technology in order to better manage chronic disease. This learning experience was described in the context of self-care needs, such as the impact of declining health status, and self-care practices, such as increased motivation for learning to use assistive technology. Co-researchers' reluctance to accept extended family help with self-care/home maintenance tasks facilitated their use of learning as a strategy to enhance declining task performance abilities needed to live alone. Leaming outcomes strengthened autonomy and encouraged pursuit of familiar social roles. The study delved into the inner experiences of older women living alone and learning to use assistive technology. Findings suggested that future research needs to explore the significance of role participation among men and women in late life. Study findings suggested that access to assistive technology products was seriously limited, that product design was inappropriate and that written direction for products was frequently unclear. Implications for practice indicates the need for health educators to find ways to increase access to ATD education and to move beyond existing barriers that limit diffusion of learning about assistive technology products in task performance and home modification. / Ed. D.