This paper discusses two experiments with autonomous learning strategies for learners studying English as a second language in France, one for non-specialist adults and the other for university students. The first group consisted of 26 adults who were mostly professionals and had opted for autonomy not out of preference but for lack of any other solution. All of the learners who completed the experiment were very highly motivated and had fairly immediate, definite goals to reach. The three skills that were emphasized were written comprehension, oral comprehension, and oral expression, and therefore, a wide selection of both tapes and written material was needed. Learners were able to have "work sessions" with helpers whenever they desired, in which their learning difficulties were reviewed and diagnosed. The most important finding of the experiment was that beginning language learners could survive in an autonomous learning scheme. The other experiment involved engineering students in a school in Nancy. An autonomous program was set up to replace the classroom situation with one which called for a more adult approach and greater involvement. Oral material was used exclusively. It was found that the students for whom enjoyment was the prime motivation for learning English found autonomous learning a positive experience while the completely unmotivated students found it an unsuccessful solution. (CFM)