Self-directed learning has been lauded as a powerful learner-centered approach to involve students in every aspect of their learning. This article depicts a pilot project utilizing study plan as a vehicle to promote self-directed learning in an intensive and teacher-dominant college language program. This article seeks to identify both the enabling factors and constraints in implementing study plans embedded in traditional pedagogy. Data sources come from student study plans and a reflective research journal. A total of six constraining and facilitating factors bearing on the use of study plans are found. This article also discusses student feedback and draws several important implications for future research and practice.