The aims of this study are to describe 'Self-running class' project which is meant to provide maximum participation of pupils, assist them to set the learning goals, choose and apply learning techniques, brush up their study skills, monitor their performance, evaluate their academic progress, and measure its effect on learner autonomy. For the study, a qualitative research methodology was used in order to investigate and discuss the results of 'Self-running class' project as a means of developing secondary school learners' autonomy level. In this study, the data were collected by means of classroom observations recorded in descriptive and reflective fieldnotes, pupils' performance video-recordings and learning logs in the shape of E-Twinning twinspace page- discussions. This study also reports on the participants' experiences and reactions towards the application of 'Self-running class' project grounded in self-regulated learning. The results revealed that application of 'Self-running class' project contributed to the development of the pupils' autonomy level, namely, its five components: positive attitude, participation, reflection, decision making skills, interaction with others in the learning process, thus, making the participants partially capable of taking charge of their studies. It is believed that application of Class Jobs, giving learners multiple chances to practice various language skills, actively collaborate with each other, resulted in participants' gaining features of autonomous learners and findings acquired from the study contributed to clarification of the secondary school pupils' autonomy and the constituents which their level of autonomy comprises.