This study examined the views held by five teachers in an adult English-as-a-Second-Language (ESL) program concerning their processes of curriculum implementation in a Canadian immigrant program, focusing on how the teachers assess their own autonomy over curriculum decision-making. Data were gathered in a series of interviews, in which key themes and issues were identified. Drawing on theoretical definitions of "autonomy, agency, and curriculum decision-making" and the history and concept of the teaching situation, the issue of teacher autonomy is applied to this teaching situation. Findings suggest that ESL instructors need curriculum support in a variety of areas to enhance their autonomy, including curriculum guidelines that offer options and suggestions from which to choose, especially in terms of linguistic and thematic content, and increased assistance with or professional development for assessment activities. Interview questions and prompts, letter of consent forms, a personal information questionnaire and "The Instructor's Handbook" table of contents are appended. (Contains 90 references.) (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)