In the field of education in Colombia, there has long been a debate with regard to the incorporation of the term into institutional educational projects. Building autonomy is even considered to be the responsibility of the corporate governance bodies at the universities. All of this is the result of various relationships that take place between curricular actors in an academic setting which creates or dissolves autonomy. The issue of autonomy was first reviewed from a legal perspective in Law 115 and Decree 1860. This law requires that curricular stakeholders at educational institutions plan and take part in building a new and different institution that is effectively autonomous. This research study was primarily aimed at addressing the following question: What are some of the general characteristics of the subjective experiences of students, teachers, and directors at various universities regarding autonomy in the process of learning and teaching in their daytime Business Administration academic programs? This study used a qualitative methodology with a critical ethnographic approach, following the line of research called pedagogy and didactics. The results of this study describe the existing relationships between the beliefs and previous educational experiences of curricular stakeholders regarding autonomy in the processes of learning and teaching. It concludes that pedagogical relationships established during educational processes have a direct impact on autonomy.