This study examines the development of learner autonomy through an English language training program for civil servants in Phú Yên Province, Vietnam. Jointly supported by the U.S. Embassy and the Phú Yên Department of Foreign Affairs, the program employed task-based learning, technology integration, and reflective activities to foster independent learning. The findings indicate significant improvements in participants’ communicative competence and levels of learner autonomy, despite challenges such as initial resistance and limited access to technology. The study offers practical recommendations for designing English for Specific Purposes (ESP) programs, with a particular focus on promoting learner autonomy within the context of public-sector education.This study examines the development of learner autonomy through an English language training program for civil servants in Phú Yên Province, Vietnam. Jointly supported by the U.S. Embassy and the Phú Yên Department of Foreign Affairs, the program employed task-based learning, technology integration, and reflective activities to foster independent learning. The findings indicate significant improvements in participants’ communicative competence and levels of learner autonomy, despite challenges such as initial resistance and limited access to technology. The study offers practical recommendations for designing English for Specific Purposes (ESP) programs, with a particular focus on promoting learner autonomy within the context of public-sector education.