The topic of my master’s thesis research is phenomenology of learning. The main goal of the research has been to explore experience of learning process and to discover if its phenomenological categories consist of different modalities. To answer the research questions, a study has been conducted in the form of phenomenological multiple case studies. The study is aimed to explore the experience of history in lower secondary school. Interviews with six eighth grade students have been done in three phases. Analysis has proceeded following the principle of comparative case studies and establishing grounded theory (Glaser and Strauss, 1967, in Strauss and Corbin, 2008). Results and analysis of the research suggest that learning studying can be differentiated based on its goal (i.e., studying with aim of knowing whole story and goal-directed learning focused on successfully graded knowledge testing). Different modalities of types of mental representations can also be observed during learning. Furthermore, different studying strategies that students use were observed. In addition, it is shown that emotions, physical and psychological well-being and motivation play a crucial role in determining the learning experience. Two grounded theories are proposed, describing these modalities. Results of phenomenological research contribute to new, fist-person data about students learning history in lower secondary school. In addition, phenomenological research performed for the purpose of this research has a value also for the participating students, since investigating their inner experience allowed them to discover their own learning approaches and habits.