Self-directed learning requires second language learners to take ownership of theirlanguage acquisition by making choices about how to proceed with their languageeducation outside of a traditional teacher centered classroom. This paper contains ahandout that was designed to raise motivated second language learners’ awarenessof the directions their self-directed language learning may take. The handout’s sixsections cover topics such as: learner needs analysis; goals & objectives; materialsselection; learner strategies; self-assessment; and self-reflection. Japanese universitystudents are the intended recipients of the handout. The handout is a prototypebecause it has not been field tested as of the time of writing.