Based on the author's twenty-five years of experience teaching French as a foreign language, this ground-breaking qualitative study on learner autonomy explores the complex connection between role and agency in a project promoting autonomy in undergraduate language students in the English-speaking Caribbean. A central theme of this book is the advanced learners' re-conceptualizing of their role in an autonomous approach to language learning. This book will be of interest to researchers, teachers, teacher educators, and graduate students of applied linguistics, in general, and learner autonomy, in particular.