This entry outlines the intersection of learner autonomy and digital game-based language learning and teaching within the field of computer-assisted language learning (CALL). The immersive and interactive nature of digital games can inspire learners to take an active role in their language learning. Learners are also expected to exercise autonomy if they were to make full use of the learning potentials afforded by digital games. Navigating the gaming world rich in linguistic resources, autonomous learners need to make informed decisions, set personalized goals, and engage with the wider gaming community, thus developing the ability to take control of their learning process. Drawing upon the existing literature, this entry elucidates the rationale for using digital games to foster learner autonomy and presents the empirical evidence that demonstrates the emergence of self-directed learning behaviours and the development of learner autonomy in this novel learning context. The entry concludes with recommendations for optimal strategies to promote autonomy through digital gaming and suggestions for future research.