Learner autonomy is one of the key concepts in contemporary adult education; however, its practical significance in senior education remains underexplored. This article presents the results of a qualitative and interpretive study conducted in Polish non-formal education institutions, based on semi-structured interviews with educators and course participants. Drawing on thematic analysis, the study identifies patterns of practices, barriers, and opportunities for supporting autonomy in later-life learning. The analysis reveals that teaching practices are primarily focused on knowledge transmission in a frontal model, while activities that enhance agency and independence among seniors are incidental. Autonomy tends to be constrained by hierarchical teacher–student relations, paternalistic attitudes of instructors, and the lack of systemic tools for co-decision-making. Reflection on learning, the development of metacognitive skills, and the support of self-directed work appear sporadically and depend mainly on the individual sensitivity of educators. The study highlights the need to redefine senior education toward a dialogical and participatory approach, grounded in peer collaboration, self-regulation, and flexible use of technology, which may better foster learner autonomy among older adults. By adopting an interpretive qualitative design, the study also uncovers how both educators and learners construct the meanings of autonomy within everyday educational practices, revealing tensions between declared support for independence and actual teaching routines. As an exploratory contribution, the study addresses a gap in existing research and indicates directions for designing more autonomy-supportive pedagogical programs for older adults.
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