This article presents findings from a qualitative study examining students' perspectives of engaging in an autonomous learning project at a community college. Through the conceptual prism of self-directed learning, this study describes how students view the benefits of SDL as well as the roles of teachers. It also touches on factors contributing to the variances in students' SDL competencies. With data collected from focus group interviews, the findings confirmed the utility of SDL as a potent learning strategy for students of foreign languages because this format could lead to improvements in knowledge domain, meta-cognitive skills, and motivation. In addition, the findings call for the need to consider individual differences in the design of SDL programs. Implications of the study findings for further teaching and research are also discussed.