Intergenerational learning is concerned with the learning that occurs between people of different generations.  It connects generations through learning by interaction between people. In this paper, we will extend intergenerational learning to include the interaction with past generations as an idea which enriches our current lives. More concretely, we will explore the influence of previous family generations, even after their deaths, to inform our own life worlds, serially, through theirs. We had previously written about a grandmother as well as a mother in private texts. The concept of biographical learning, introduced by Peter Alheit, has been central in adult education research and will constitute a framework for analysis in this paper as it concerns biographies. Through our narrative approach we extended “learning within the lifespan” to beyond it by linking lifetimes to retrospectively examine the effects of historical context on individual experience of aging meaningful to successive generations. From research on older adults learning, we know that the interest in history, in ancestry and for family members tends to increase with age. Based on a general interest for ancestors, we wanted to understand more about a) why we chose to write about a particular relative, b) how this person has influenced our own lives and our view of family history, and c) what this could add to current theories about intergenerational learning, older adults learning and biographical learning. The Alheit framework will guide an analysis of the two stories in order to explore the biographies as a combination of autobiography and biography spanning generations, but the perspective of the story is that of the author even though the content is about the (grand)mother. This holds the potential to deepen the understanding of the meaning of previous lives in our own.