Self-directed learning is one of the preeminent theories in the field of adult education. This study explored how English as a Second Language learners directed their own learning outside of the formal classroom through the use of practices that potentially advance their English language proficiency. Results from a survey of over 400 ESL students revealed that practices and resources identified by researchers are being used on a limited or infrequent basis. Implications for adult educators and their role in developing self-directedness in their ESL students are discussed.