As society becomes more digitised, there are increased opportunities for older individuals to be excluded due to barriers such as fear, anxiety and lack of confidence in the operation of technology and the Internet (Yazdani-Darki et. al., 2020; Wilson et al., 2023). This thesis explores the experiences of eight participants over 60 who engaged in Digital Skills education in a Community Education setting in Ireland. Utilising a qualitative approach, it investigates the impacts of this learning experience upon their digital skills, digital confidence and digital motivation to use these tools outside of the classroom environment. It explores the challenges which are implicit to this and if this learning experience was transformational. The thesis seeks to address a gap in the literature surrounding older learners in this context (Pizzul et al., 2024; Flynn, 2025). A Transformative Learning Theory (Mezirow, 1975) and social constructionist approach was employed utilising semi-structured interviews. Findings revealed that learned skills were used to make progress towards closing the gap between participants and the technological society they inhabit. Expressions of reduced fear and anxiety accompanied by an increase in confidence in their technological abilities were reported by many. However, barriers persisted for some. Factors such as peer-to-peer interaction and facilitation of a supportive classroom environment aided in mitigating these barriers. This research highlights that Community Education has the ability to have a transformative effect upon over 60s accessing the digital world and can enable them to participate more fully as active citizens in society.