Self-directed learning (SDL), an educational approach emphasising learner autonomy and self-regulation, has been extensively studied for its short-term benefits but less so for its long-term influence. This study explores the enduring impact of an undergraduate engineering programme designed around an SDL philosophy by examining the perspectives of 26 graduates (across nine cohorts) of the ATLAS programme. Through semi-structured interviews, this study explores graduates’ attitudes towards SDL, its effects on their character, behaviour, and skills, and its current role in their personal and professional lives. Results show that most participants hold positive attitudes towards SDL, though some expressed concerns about its implementation. Graduates described SDL either as a subconscious influence on their mindset or as a deliberate tool to be applied in specific contexts.  Graduating from an educational programme grounded in the SDL philosophy has important implications for participants' sense of autonomy, reflective skills, decision-making and planning abilities, self-confidence, and motivation. However, some limitations were noted, such as difficulties in managing failure and tensions between SDL-acquired mindsets and workplace expectations. These results highlight both the benefits and challenges of SDL, suggesting the need for further research into long-term outcomes compared to those of traditional educational approaches and how tensions between SDL and real-world contexts can be resolved.