Promoting learner autonomy is relevant in the field of applied linguistics due to the multiple benefits it brings to the process of learning a new language. However, despite the vast array of research on how to foster autonomy in the language classroom, it is difficult to find step-by-step processes to design syllabi and curricula focused on the development of learner autonomy. This paper presents a model of a successful English course, implemented at Universidad del Valle (Colombia), which is expected to serve as a practical guide to articulate the stages of design, implementation, and evaluation of an autonomy-fostering syllabus.