This study searches deeper understandings of learner autonomy and of the learning opportunities which were co-constructed by an (ex)student of English as a Foreign Language and her (ex)teacher, who is also the author of this dissertation. This case study was carried out in 2008 and during the first term of 2009, and was inspired by the author’s (Lordello L., 2008) former investigation in which the two participants were, respectively, pupil and teacher, at a private language school, in Rio de Janeiro, Brazil, in 2007. Most of the weekly private lessons were recorded, thus providing material for analysis in both studies. Inspired by the theoretical-methodological framework of Exploratory Practice (Allwright & Hanks, 2009), a selection of moments in one of the classes was made, in which the interactional co-construction of both participants’ autonomies was perceived. As the then student left the language school at the end of the first semester of 2008, a meeting was arranged with her, so she would be able to actively participate in the interpretation of the excerpts. These excerpts were then analysed using a socio-interactional linguistics approach, based on some of Goffman’s (1974) and of Gumperz’ (1992) concepts. The relevance of the (ex)student’s and the teacher’s types of participation in the present research is supported by the desire to better comprehend the multiple learning opportunities and understandings which were co-constructed by them. The complex and conflicting views which have emerged unveil a multi-faceted and plural world in which the two participants discursively co-construct their autonomies and themselves.