The purpose of the study was to investigate women\'s cultural activities and their lifelong education needs. The methods of this study were analysis of documents and interview data. The researcher\'s data were presented qualitatively using the respondents\' own words and terms. The subjects of this study included several women who were in their 20s, 30s, 40s, and 50s. Various studies in organization and lifelong education have been conducted from a male-oriented perspective which treats women as peripheral to their life-cycle. The standard was male, and females\' traits were thought to be unacceptable, needing changed toward the standard male criteria. This study assumed that different approaches are needed to understand women\'s cultural activities and their educational needs, since women\'s emotions, personal relationships, and life experiences differ from those of their male counterparts. Five major perspectives on women\'s cultural activities were used in analyzing women\'s lifelong education experiences and needs: (1) women as self-identity perceiving learners; (2) women as subjectivity conscious feminists; (3) women as coping with new economic roles; (4) women as community cultural leaders; (5) women as anti-sexiest. The perspective of \'women as cultural feminist\' was strongly supported by their lifelong education needs. Women emphasized patriarchical structure of social institutions and the family life. Strong desire to have female identity as a human being were identified in this study. The female respondents\' gender specific experiences at home was identified as a negative factor in assessing their self-identity. Similarities were found among the women from different socio-economic statuses and education in the relation to women\'s gender specific perceptions on their life experiences and the needs for lifelong education. Recommendations for further studies on women\'s cultural activities and lifelong education were suggested from a gender-sensitive feminist perspective. Lifelong education programs for women from a gender-sensitive approach may include the following elements; improving positive perspectives on female identity as a woman, social economic participation, cultural activities as feminist movement, women leadership for community cultural innovation, community involvement as lifelong learning process, and etc. Action research and participatory program development in lifelong education for women were suggested for the improvement of women\'s cultural activities.