In this paper, we explore the use of "estrangement" autoethnography as a means to encourage student autonomy and enhance learning. We include a case study of a structured activity requiring estrangement in consumer spaces to challenge student perspectives of normal environments. Our students welcomed the activity as one which changed their perspectives on consumer culture, and which gave them experiential knowledge on which to base their use of theory. Through exploring this kind of activity as part of learning and teaching practice in cultural studies, this paper contributes evidence of the effectiveness of autoethnography in enhancing university student learning and provides a model for undertaking the performance of "estrangement".