(September 2023) This groundbreaking study on Exploring Full Learner Autonomy in Self-Instructional LCTL Learning documents the strategies and outcomes of fully self-instructional learning of less commonly taught languages (LCTLs), responding to the national need for increased access to effective learning opportunities for studying LCTLs, especially at high proficiency levels. The study also addresses international calls for empirical research on language learner autonomy, self-directed learning, self-assessment, and resource management strategies. The study will analyze data collected from 60 self-instructional language learners (SILLs) studying 28 African and Southeast Asian LCTLs through UW-Madison’s Multilanguage Seminar, an innovative two-semester sequence of fully self-instructional LCTL learning developed and taught by the co-PIs, over nine academic years and three summers. The dataset includes SILLs’ individual study plans, daily or weekly learning journal entries and students’ responses to one another, learning resources SILLs created, reflective essays, self-assessment plans and results, emails to the instructors with assignments or feedback, and other homework assignments. The core project activities are data preparation, analysis, and dissemination of findings, including a free workshop for language instructors and program administrators, presentations at scholarly conferences, and at least one publication, a book, in Year 3. Robust dissemination and evaluation plans ensure that the project will broadly impact U.S. foreign language education and research.