This article, part of a research project on the learning trajectories of university students, is organised into five parts. In the first part, we introduce the origin and rationale of the research. The second part presents the contributions of lifelines as an artistic strategy in social research. The third part describes how lifelines are used in research on learning trajectories. The fourth shows how lifelines have been analysed in the framework of trajectories and what they allow us to think about how students learn. Finally, some contributions are made, both to the study’s problem and the role of artistic methods in social and educational research. This article attempts to answer the question: What contributions do lifelines offer, as artistic strategies, to dialogue with the learning experiences of university students? From the analysis, it emerges that lifelines offer an ‘agential’ dimension in research that allows us to reveal experiences of subjectivation and self-awareness. In addition, it is possible to locate events, experiences or scenes that show learning as a life trajectory.