“Skills for life” are not simply identifiable with non-cognitive skills. They are a very different object from other constructs in use, often used synonymously, such as “transversal skills”, “managerial skills”, “soft skills”. Understanding their specificity allows us to define the most suitable places and methods for their learning and development. The article, after focusing on the idea of “skills for life” and its slow but progressive recognition over the last two decades, wants to identify which are the places where informal education already supports the development of skills for life. It also wants to reflect on how to reinforce skills for life within the various opportunities of formal and informal education. Train and be trained in “skills for life” is possible provided that “skills in action” are enhanced and learning actions are created that are anchored to reality and to the new needs of territories and communities.