This paper reports on the development of a self-access center (SAC) within a university context, and focuses on the kind of support mechanisms provided to learners to enhance their self-directed learning (SDL) skills. After providing background information on the center and its counseling service, the paper shows how changes in the university administration policy as well as an evolving awareness of what was needed greatly influenced the support mechanisms provided, which eventually became more systematically and efficiently implemented in a credit-based SDL program. The positive results yielded in the final program evaluation seem to indicate that the support offered by the center is well appreciated by the learners of the program, and that this has been implemented to good end. Suggestions for more improvements as well as implications for further research are presented. (Contains 2 tables.)