This study was conducted to find out how the individual background, understanding, value, and participation attitude of adult learners participating in the university lifelong curriculum affect perceived happiness through lifelong education. The perceived happiness of adult learners, the dependent variable of this study, was measured mainly in four areas: improving self-esteem, satisfaction of internal growth, decreasing negative effect, and improving the searching for meaning. To achieve the purpose of the study, a self-report online survey was conducted on adult learners participating in the lifelong education degree course at C University in Chungcheong Province, and 189 people who agreed to participate in the survey and responded without missing data were used for analysis. As for the analysis method, descriptive statistics, correlation analysis, and multiple regression analysis were applied. As a result of the analysis, first, intrinsic values, individual satisfaction-oriented attitudes, and social activity participation-oriented attitudes of adult learners influenced 'improving self-esteem'. Second, the attitude toward self-satisfaction and the attitude toward leisure influenced 'satisfaction with internal growth'. Third, grade, intrinsic value, social activity participation-oriented attitude, and leisure-oriented attitude influenced 'reduction of negative emotions'. Fourth, intrinsic value, extrinsic value, and leisure-oriented attitude had a statistically significant effect on 'improving the pursuit of meaning'. Based on the results of this study, implications that can enhance perceived happiness as an educational outcome in the affective aspect of adult learners participating in lifelong education were derived.