This book explores the interplay between language awareness, learner autonomy, and learners’ perceptions of success within the context of changing approaches to language learning and teaching. Drawing on questionnaire data, participatory action research, and focus group interview, the study combines theoretical and empirical perspectives to examine the complex and evolving concept of success in language learning. The findings highlight the tension between contemporary learner-centered approaches and deeply rooted educational practices, while underlining the importance of fostering language awareness, autonomy, and reflection throughout language education.