1 Realising Lifelong Learning through Clemente Transformative Education in Regional Victoria Ann Gervasoni and Jeremy CA Smith Abstract In research on Clemente programs internationally, the focus has typically fallen on the experiences of students, staff, and supporters in large metropolitan cities. Generally, these have been studies of programs situated in metropolitan pockets of acute intergenerational disadvantage and, being so, are justifiable locations to research, particularly in respect of social justice outcomes. The valuable body of knowledge and expertise built up in this literature on lifelong learning is a strength for advocates and teachers in Clemente education internationally since it emerged in the 1990s. In this chapter, we argue that the research on lifelong learning in Clemente includes regional courses. Research on two regional courses outlined in the chapter brings insights into the impact of regional disadvantage on learning for people entering tertiary education (via the Clemente program) with backgrounds of intergenerational unemployment and poverty. The focus is on the multi-agency Clemente courses in Ballarat and Central Gippsland (from 2015-2018). Key words: regional education, Clemente course, lifelong learning, community. 2.1 Introduction I withdraw, and then I have a constant battle with myself and then I get down on myself too…but…the times I could get through the door and come to sessions I did feel great, so it’s fantastic for that, for someone like me, who’s battling…it’s been great for that. When I could get through the door and have the support from everybody. (‘Debbie’, emphasis added) (Gervasoni et al., 2013, p.63)