The fostering of learner autonomy has become an essential element of modern pedagogy and an established object of research. There are many difficulties in providing evidence of learners' development towards autonomy, however, since it is not measurable in a traditional sense. As a learning advisor (LA) at a private language university in Japan, I have worked closely with individual language learners who take our module designed to foster learner autonomy via the practice of self-directed language learning (SDLL). This article uses a case study of one particular learner's SDLL experience to introduce an approach to documenting the development of learner autonomy that draws on document analysis and narrative inquiry. I first introduce a SDLL assessment rubric that allowed me to classify and analyze three kinds of data: narrative accounts of the learner's seven-week learning journal, recordings of three advising sessions with an LA, and the learner's final report. With reference to her achievement of the learning outcomes in the assessment rubric, I then portray the learner's development of awareness and her response to her enhanced awareness in her particular learning context.