Purpose: Self-directed learning (SDL) requires students to explore and decide their own learning objectives and strategies, and incorporate the various learning opportunities and resources throughout their learning process. This study investigates the university students' perspectives on university learning experiences and aims to highlight the extent of the university's support ecosystem to determine the effectiveness of SDL implementation. Methodology: Twenty Malaysian public university students were interviewed to obtain their views on SDL, and subsequently, their SDL experiences were further examined. A constructivist grounded theory approach was employed as the methodological and analytical framework for this study. A 'backward-and-forward' approach was applied to analyse the interview data. Findings: The findings suggested that a large number of university curriculum could potentially inhibit SDL. However, most university students acknowledged that SDL could support their lifelong learning journey, and prepare them to be skillful workers. Moreover, most students suggested that the SDL should be implemented as a type of learning where freedom in learning becomes a priority, rather than educator-designed learning strategies. Significance: The mastery of SDL skills is important to ensure that the students are competent when facing real world challenges. Hence, this study supports the effective implementation of SDL, where both students and educators should acknowledge their roles as equal learning partners.