Learner autonomy has recently become an influential concept in language education in many contexts world-wide. In this process, 'culture' has been frequently alluded to as an important variable, but often in a rather abstract way. Many unanswered questions remain as to the meaning and appropriateness of learner autonomy in different settings. This book provides a variety of research - and practice-based reports relating specifically to the idea of 'learner autonomy across cultures' - including national, institutional, small group and other types of culture. Contributors clarify both 'autonomy' and 'culture' with reference to practice in particular contexts, deriving insights also from a wide variety of background disciplines, from anthropology to feminist theory. In the process, they provide new insights into what learner autonomy means, whether it is appropriate, and how it can be feasibly enhanced in particular cultures.