This paper presents an analysis of a classroom experience with 16 undergraduate students from the second and third years of Curso de Letras at Universidade Federal de Goiás, who had the opportunity of developing what was called language learning projects. The main objective of these projects was to make students more autonomous and responsible for their learning, one of the most challenging goals in the contemporary educational paradigm. The results show that the students were able to relate the theory to their experience, they used and developed language learning strategies and they started to understand better the language learning process.