The purpose of the paper is to show how the principle of dual agency, one of the key principles of autonomous language teaching/learning, can be opera- tionalized in a higher education context. The implementation of this principle facilitates an authentic dialog between a language teacher and his/her stu- dents. The quality of this dialog is determined by teacher autonomy, linked synergistically with student autonomy. An ideal environment for both parties to practice autonomy can be built through a project-based approach.