The purpose of this work is to investigate the dynamics of positive learning experiences of elder language learners.Four questions guide this research:1.)What are the positive learning experiences elder learners encounter during their language course?2.)Which connections do they see between age and language learning activities?3.)How might previous life experiences have influenced attitudes and beliefs about language learning, age, and language learning in the advanced age?4.)Which dynamics of social, psychological and linguistic factors might foster positive learning experiences?These questions are approached from different theoretical viewpoints: Self determination theory is the basis for investigating the psychological factor of motivation. Social factors are analysed in light of social discourses. Linguistic factors are found in measurements of linguistic competence, in the self-evaluation of linguistic competences, in language learning biographies, and in attitudes towards language learning. The inter-relatedness of these factors is analysed by employing models of Dynamic Systems Theory. In a complex system, such as the language learner, the interaction of different components is non-linear and therefore, development is not predictable. However, patterns are identifiable and types of language learners can thus be constructed. The empirical study of 27 elder language learners leads to qualitative and quantitative data. The learner types derived from these data confirm a strong connection between experiences of life, work, learning, and language learning activities during old age. The internalised age discourse is found to have a negative impact on learners? attitudes towards the relation between language learning and age. Therefore, this research strongly suggests training for language teachers of older learners in order to counteract such an internalised negative aging discourse in the classroom.