The aim of this study is to expand our knowledge of the learning processes of an adult learner of Swedish as second language, in his different regional lifeworlds; family, friends, school and work. Based on a lifeworld approach to human existence and learning the study is grounded in Husserl’s contribution to phenomenology. The research questions deal with how learning is expressed in the different regional lifeworlds, how different approaches to learning are made visible, and future prerequisites for learning. Processes of learning according to Transformative Learning as well as the concept of disjunctures are applied in the analysis, as is the concept of horizons of possibilities. Participating observation, stimulated recall, audio recordings and interviews were used to assemble material for the study. The most important findings are the limited possibilities for the student’s regional worlds transforming into learning worlds, and the challenges regarding learning processes due to biography and lack of interaction. As for prerequisites for learning disjunctures are currently solved with assimilation rather than learning, and the most visible horizon of possibility is the participator’s personal openness to learning in daily encounters. An important conclusion drawn from the study is the urgent need for a more holistic approach to adult learning, involving a greater part of the student’s lifeworld.