The concepts of learner autonomy and independence have assumed an increasingly important role in language learning. An attempt has been made in this article to show first, what is meant by learner autonomy in the context of language learning, and, then, how we can move towards its development among language learners. It will be argued that autonomy is better seen as a process not as a product and it is also a sort of quality in language learners that can be at least partly learned through educational experiences and interventions. A reference will also be made to some of the factors that may enhance, or even militate against the learner's willingness to take charge of his or her own learning.