How time influences the learning process for persons living with diabetes is not fully understood. In previous research, learning to live with a lifelong illness has been described either as a linear process or a fluctuating process and consensus seems to be far away. In this longitudinal descriptive qualitative study, the aim was to identify patterns of learning in relation to living with newly diagnosed diabetes. Thirteen participants, with Type I or Type II diabetes, were interviewed at three occasions during a 3 years period. A qualitative content analysis was used with a pattern-oriented analysis approach. The result shows that the participants moved through their learning in conceptually different ways. In total, five patterns of the learning process were identified: (1) finding the balance to gradually letting oneself live; (2) being active in searching for knowledge in order to gain control; (3) despite obstacles, having the strength to maintain what is important; (4) increasingly difficult to obtain acceptable blood glucose level and to live well with diabetes; and (5) adapting to minor changes in daily life. This study challenges the common notion in health care of learning as linear and related to time since diagnosis. In the present study, duration of illness was not important for the learning process. Instead, participants’ needs, beliefs, and values related to illness differed in the patterns and changed over time. This study was able to present individuals’ differences and thereby show the value of using a pattern-oriented analysis approach in longitudinal qualitative research.