The purpose of this study was to investigate the psychological factors that enhance sustainable motivation for lifelong learning. A total of 163 college students participated in this study. Major findings of this study were as follows: (1) A factor analysis of the data revealed that sustainable motivation consists of the following 5 orientations; orientation to social education, orientation to practical usefulness of learning, orientation to obtaining qualifications, orientation to becoming scientifically cultivated, and orientation to enriching life style. (2) Gender differences were observed for orientation to obtaining qualifications, orientation to enriching life style, and orientation to becoming scientifically cultivated. (3) Interest-oriented, utility-oriented, and training-oriented learning in school days enhance sustainable motivation for lifelong learning. (4) The liking for school subjects was an important factor to enhance sustainable motivation, but general self-efficacy was negatively correlated with sustainable motivation. Implications of these findings for the recent dispute on educational reform were discussed.