The present undergraduate thesis is related to the autonomous language learning strategies in students of last levels of English and French of the Modern Languages Degree in Pontificia Universidad Javeriana; that is, the identification and description of these learning strategies in order to highlight positive and negative factors and make some recommendations. This is based on the current availability of resources that allow individuals greater autonomy in their language learning process. To do so, references were made to authors such as Benson (2001), Ellis (1994), O'Malley and Charmat (1990) and Arguelles and Nagles (2007), etc, to be able to define the concepts of autonomous learning, motivation, learning and practice strategies, and tools and resources. Since this research project is qualitative, the application of a focus group was chosen to apply to 4 students from last English and/or French level from the LLMOD of the PUJ as one mechanism for data collection, as well as a journal or field notes taken by the researcher as he is part of the LLMOD program and part of the autonomous language learning phenomenon. The results pointed out the presence of autonomous learning strategies in students; which imply changes in behaviour and habits, positive and negative factors that affect that process. Based on that, recommendations and suggestions were made to tackle limitations of autonomous language learning.