In Malaysia, the phenomenon of adults returning to higher education later in life, commonly referred to as late bloomers, remains underexplored, despite its growing significance within the discourse of lifelong learning. This study investigates the motivational factors that drive late-bloomer youth in Malaysia to pursue higher education as part of their lifelong learning journey. Adopting a qualitative phenomenological approach, the research involved in-depth interviews with twelve participants aged between 25 and 40, all of whom were enrolled in higher education institutions at the time of the study. Participants were selected based on specific criteria: Malaysian citizenship, urban residency within Kuala Lumpur, and a household income of RM 4,000.00 or below. Thematic analysis was conducted within the framework of Self-Determination Theory (SDT), allowing for the identification of both intrinsic and extrinsic motivational dimensions. Three primary themes emerged: career advancement, intrinsic motivation, and family support. Career-related goals, such as obtaining qualifications for job stability and salary progression, were key extrinsic motivators. Intrinsically, participants were driven by desires for personal growth, cognitive enrichment, and the achievement of individual aspirations. Additionally, emotional and moral support from family, particularly parents and siblings, proved vital in sustaining motivation. The study concludes that understanding and addressing these motivational drivers is essential for developing educational policies and support systems tailored to the needs of late bloomers. By doing so, institutions can better facilitate lifelong learning and enhance both personal and professional outcomes for this demographic. This research offers valuable insights into adult education and learner engagement strategies.