Recently, it has become popular to use TV-programs in Social Education, especially education by correspondence, so-called TV-Seminar for adult learning activities. They have been lively in urban areas since the early 1970's. It is valued new methods that TV-viewing at home and schooling are mainly used. The purpose of this article is to clarify the requisites of brisking TV-Seminar for adult learning activities for the standpoint of the expansion of lifelong education. That is, we intend to examine the problems, peculiar to promote the continuation of learning through TV. Any continuation of learning activities through TV would not be made possible until the two requisites are assured at least. That is, the following assumptions are suggested. It is necessary for adult learners to open TV-Seminars1 courses: (1) to acquire the new knowledge and skill, to solve various problems related to their lives. (2) to find life worth living through the various fields and stages of life. We surveyed "Hoso Kenmin Daigaku" in Ehime prefecture from June to July, 1982, which contained 1887 subjects these five years. According to the data collected, we can point out four characteristics for the continuation of TV-Seminar as follows. (1) The proportion of drop-out in "Hoso Kenmin Daigaku" was 40,5%. Generally the characteristics of adult learning activities in Social Education are piecemeal and so we must intend to promote continuation of adult learning activities through TV-Seminar. (2) The importance of adult learning activities through TV-Seminar has been widely recognized among people recently by coping with the increased desire of broader people to learn. In "Hoso Kenmin Daigaku", adult learners are likely to estimate special knowledge which was acquired in TV-Seminar. In this sense, it is expected that "Hoso Kenmin Daigaku" will teach us special knowledge as an opportunity of social education. (3) But the requisites for the development of TV-Seminar is not restricted to improve the content of the schooling in TV-Seminar. We attach the importance on making adult learners acquire methods and attitude to learn for themselves and improving learning activities in the schooling. (4) Furthermore, it is not possible to expect that "Hoso Kenmin Daigaku" will teach the adult learner all of the knowledge and skill are needed through their whole life. It will become important: how to balance between "Hoso Kenmin Daigaku" and other agencies for learning (Citizens Public Halls or others) in the communities to satisfying their desire for learning.