The purpose of this study is to investigate the phenomenological investigation of the motivation and meaning of learning participation of North Korean refugee women who have undergone a doctoral course. To this end, a research analysis framework was developed as the learning participation motivation type suggested by Houl, and Mustakas' phenomenological research method was applied. First, according to the results of the study on motivation to participate in learning, first, their learning orientation began in North Korea. Second, their goal orientation is to overcome economic and psychological difficulties with courage, persistence, and will through various learning experiences and create their own ‘roadmap’ . Third, their activity orientation is to get the energy they need to study through various activities, and to plan for the future by doing both activities and studies. Next, the meaning of their motivation to participate in learning is as follows. First, it is a journey of reflection towards the goal. Through self-discipline and reflection, they comfort themselves, reorganize their goals, and choose a life that makes them happy. Second, it is an acknowledgment and struggle for the 'different starting line’ in life. As a North Korean defector, I thought I was lacking, and I thought that I had to endure and persevere 40 death’ to Ш that deficiency. Third, studying is a never-ending journey. They re-established their values through participation in learning, changed the quality of life through study, and evaluated human life as an ’intangible asset’ of learning rather than judging it in terms of money.