Research goal: To determine whether there is a difference in readiness for lifelong learning among students of health professions with respect to their satisfaction with the selected study. Methods: The research was approved by the Ethical Committee of the University Department of Health Studies in Split. For the purposes of the survey, a questionnaire made of three parts was drawn up. The first part of the questionnaire elicits general data on the subjects (data on the study group, sex, level of study, year of study and whether the selected study was their first choice). The second part of the questionnaire contains a revised version of the Jefferson Scale of Lifelong Learning – Health Professions Students (JeffSLL-HPS), with the author’s permission. This scale is used to determine to what extent health professions students are prepared for lifelong learning. The scale contains 14 statements with a Likert-type scale from 1 to 4, 1 being – completely disagree, 2 – disagree, 3 – agree and 4 – completely agree, which is used to assess to what extend students agree with the statements. The result range in the questionnaire varies from a minimum of 14 to a maximum of 56. In the third part, a modified questionnaire Nursing student satisfaction Scale (NSSS) was used with permission, with the help of which Čeko, Antičević and Stipčić (2015) carried out a survey on the satisfaction with the study and perception of professional perspectives of health professions students. The scale consists of 28 statements with a Likert-type scale from 1 to 5, 1 being – completely disagree, 2 – somewhat disagree, 3 – neither agree nor disagree, 4 – somewhat agree and 5 - completely agree, which is used to assess to what extent students agree with those statements. This scale was used to determine the level of satisfaction of students with the University Department of Health Studies. Results: Overall results show that the students are ready for lifelong learning and satisfied with the study. The analysis of results established that students who are moderately or more satisfied with the study have a more significant focus on lifelong learning than students who are less satisfied. There is no difference between student focus on lifelong learning with regard to the level of study and choice of study programme. Students at the graduate level are more satisfied with the study than students at the undergraduate level, and the students of radiologic technology are significantly more satisfied than students of physiotherapy, with no other differences between groups.   Conclusions: The students of the University Department of Health Studies in Split generally agree that, due to rapid changes in medical sciences, they are required to constantly learn and develop their professional skills and are aware of the importance of lifelong learning. The research results indicate, however, that students are not sufficiently involved in the lifelong learning process, they recognise it as a necessity, they possess theoretical knowledge about it and advocate it in principle, but they are not sufficiently involved in practical activities for improving their competencies. Research results of the study satisfaction level show that the subjects are satisfied with the study.