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The aim of this article is to investigate the impact of educational reforms launched in Poland in the last decade upon the notion of learner autonomy as evidenced by the results of a crosssectional study. Necessarily, standard definitions of the concept of autonomy will be re-defined against the background of socio-political reforms in the country and their reflections in syllabuses and curricula. Re-evaluating the notion of learner independence in the Polish context will be primarily viewed from the perspective of the learner; however, relevant comparisons with teachers' perceptions will be also provided. Employing methodological guidelines offered by Conceptual Metaphor Theory, conclusions will be drawn concerning the practicability of fostering learner autonomy in the Polish milieu.

Autonomy, Experience and Concepts: A Study in Educational Discourses