This exploratory case study looks at a small group of Scrabble® gameplay enthusiasts at a Japanese university, whose regular and long-term engagement in the informal outside-of-class activity has demonstrated various ways the game can support their autonomous efforts to maintain and/or develop their English language skills beyond their compulsory English language courses. Much has been published on the importance of affective engagement and learner autonomy for the sustained interest and effort crucial for language learning, particularly in EFL contexts with limited contact opportunities with the target language outside of the classroom. Studies of English learners within their home countries or abroad in target language communities have revealed learners’ self-directed action toward the perceived and actual limitations of their learning context to be another important difference between successful and unsuccessful learners. In this study, the regular and long-term players have over time have revealed themselves to be successful and autonomous learners of English, who during their university years valued and proactively sought out outside-of-class English practice opportunities. Concrete examples of their self-directed actions, shown to be reliable indicators of second and foreign language learners’ high level of achievement in their target languages, should serve as models for less experienced and/or effective learners within their learning context.