The Enterprise and Lifelong Learning Committee of the Scottish Parliament has conducted an inquiry into lifelong learning and produced both an interim and final report (Scottish Parliament, 2002a, b). The inquiry had a number of strands to it, including a wide-ranging consultation on a number of questions. In this article, the findings of the inquiry itself are not discussed – rather the authors discuss the feasibility of, and constraints intrinsic to, inquiring into lifelong learning. The authors suggest that the evidence base for policy is relatively under-developed and that the research that does exist points to the multi-faceted complexity of lifelong learning as both a means and end of policy. Drawing policy conclusions from the current research evidence base may therefore be premature. This discussion is situated within some of the wider debates about evidence-informed policy and practice.