Nowadays, lifelong education providers are required to innovate their educational paradigms to one more oriented to their customers. Universities, in particular, are regarded as the highest education provider, and should be doubly reliable in the area of lifelong education. Under this social expectation, universities have set up lifelong institutions in order to fulfill their adult learner's educational needs. This study was conducted with the data from 400 Daejon district's adult learners studying in lifelong educational institutions, where the causal relation between learning satisfaction/outcome were analyzed with learner/institution characteristics set as the variable. To achieve this purpose, a research module and hypothesis were conducted upon the preliminary research, which were surveyed and statistically processed. The SPSS 20.0 was used for demographic, factor, and correlation analysis; the latter two to confirm validity and reliability. The AMOS 20.0 was used for verifying our research hypothesis by analyzing the structural relation among the variations. The research results have shown that learning outcomes and satisfaction were influenced by both learner and institution characteristics, but more specifically; learning outcomes were more influenced by the learner's characteristics, while learning satisfaction was affected more by the institution's characteristics. Moreover, learning satisfaction had a direct influence on learning outcomes as well. Therefore, a university's lifelong education should help increase their adult learner's life quality by upgrading the software(providing quality programs) and hardware(enhancing educational environments) to the point of their learner.