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The purpose of the present study is to examine the effects of self- assessment on improving learners’ autonomy in English learning. Self- assessment was utilized in a 5th grade class of 36 students during the spring semester of 2004. To examine whether learners’ autonomy increased, a questionnaire was developed and administered before and after the experiment. To examine the effects of the increased autonomy on English language learning, two versions of Starters, the lowest level tests developed by Cambridge University Press, were administered before and after the experiment. A short and simple test was also given to students at the end of each unit. The test scores from different periods were compared to examine the effects of self-assessment. The main findings of this study were that self-assessment was a very useful tool for building autonomy and that teacher’s intervention was also needed for effective use of self-assessment, especially with children. However, this study failed to show that autonomy improvement is clearly correlated with improvement in achievement tests though weak evidence was found to support the relationship.