||Much of the literature on language learner autonomy has its roots in foreign language contexts, where learners have limited opportunities for interaction with the target language. It is generally assumed that learners and teachers working in an English as a Second Language (ESL) setting are in a relatively privileged position to take advantage of the greater opportunities for language practice beyond the language classroom. However, converting potential learning opportunities into opportunities taken is not necessarily straightforward, even for advanced-level learners in a linguistically rich ESL context. In this paper I discuss a project to create learner education materials for international students at the University of Edinburgh whose English is sufficiently high to exempt them from the University's language support programme. The materials are designed to help them to realise, in both senses, the language learning potential of their daily encounters with English in an academic environment. I describe the materials' origins, comment on a sample unit, report the responses of student users, and outline future development of the materials.