Life quality is defined not only as a good emotional condition of a person, but also as his/her adequate social status in the society and physical environment. Different aspects of life quality are analysed by a number of scholars (Campbell, Converse, & Rogers, 1977; Sen, 1993; Hollar, 1996; Felce, 2000; Veenhoven, 2000, 2001; Yuan, 2001; Noll, 2002; Galloway, 2006 and others). Lithuanian authors also pay attention to the conception of life quality (Bagdonienė, 2000), links link the life quality and regional competition (Černiūtė, 2001), analyse the influence of human health on life quality (Rėklaitienė & Juozulynas, 2003; Jatulienė, Čepienė, Kalibatas, & Juozulynas, 2003), as well as conduct research on youth life quality (Bartkutė, 2005), children’s socialisation and adult life quality (Kvieskienė & Kvieska, 2012). Scholarly literature does not provide a single conception of life quality; there is a disagreement regarding the assessment methodology of life quality; as well as different assessment criteria are presented. There is no unanimous answer to the question what components and areas of life quality assessment are. The problem is that a more exhaustive social research on the assessment of the links between life quality and childhood experiences has not been conducted yet. The aim of the research is to present the links between human life quality and childhood experiences from the social standpoint on the basis of the research results. The following objectives are posed for the attainment of the aim: 1. To make a theoretical review of the assessment of the links between life quality and childhood experiences from the social standpoint; 2. To reveal the links between life quality and childhood experiences from the social standpoint. The following methods of data collection were applied: scientific literature analysis and interview [...]