Since the second half of the 20th century agriculture and agricultural livelihood has gone through fundamental changes in Austria mainly caused by the fast mechanization, the overall process of social change as well as the adoption of the European CAP (Common Agricultural Policy). Significant consequences of these developments are reflected in the multifunctional orientation of agriculture, the closing down of farms, part-time farming or the silent fight for economic survival. The reference to the keyphrase “Feminization of agriculture“ emphasizes the high number of women working in the agricultural sector today and underlines their important role in maintaining agricultural businesses in Austria. How do female farmers experience the changes that have taken place in the agricultural sector in their individual living and working environment? What kind of learning processes are triggered by the new framework conditions. These focal questions will form the center of this master thesis which intends to find answers applying the method of biograpical-theoretical research, the methodology of Grounded Theory, as well as Fritz Schütze`s survey and analysis methods. The data collected is based on three narrative interviews with three female farmers of a family`s generation. The learning process among female farmers within the framework of socio-agricultural change becomes mainly apparent in the contexts of the assessment of professional roles, the operational management of farms and the shift to other social fields. This learning process takes place within the tensions between preservation and change. Therefore, vocational education and training play a pivotal role with regard to qualification, social status and personal development.