This research paper presents a learners' perspective on (the promotion of) learner autonomy and Self-Access Language Learning in an English Proficiency Program. It provides an evaluation of the success of these course elements as well as an interpretation of students' understanding of the related concepts. Finally, it identifies factors that enhance or hinder the successful implementation of Self-Access Language Learning. Both qualitative and quantitative instruments were used to elicit data that gives insight into learners' perceptions of the issues under review. Self-Access Language Learning was evaluated positively by the students, both as a means to learn English and as a means to develop independent learning skills. The study identified a number of factors that contributed to these perceptions. It also revealed that students' understanding of independent learning was rather shallow. Finally, a number of recommendations were made for a successful implementation of Self-Access Language Learning into a curriculum. (Contains approximately 177 bibliographic references.) (Author/SM)