In the 20th anniversary issue of this journal, Reinders and White (2016) describe the relationship between computer-assisted language learning (CALL) and autonomy as having become "both more complex and more promising" (p. 143). This is, they assert, in large part due to the rise of informal language learning online, with an accompanying diminution for many learners in the role of formal education. In the process, they claim, education theory and practice have begun to take "the learner's lives and their experience as a central point for their learning" (p. 143). In this column, the author argues that this trend has accelerated, with new opportunities for autonomous language learning through mobile devices and the ever-increasing availability and use of streaming video and other authentic materials in the target language. The choice of learning resources is wide and personal, but inevitably draws the learner into contact--and into learning opportunities--with fellow learners and native speakers. While the principal focus is on language learning in the "digital wilds," this article also considers how that process intersects with formal language instruction and how language teachers can facilitate out-of-school learning.