This study investigates the manifestation of self-directed learning (SDL) among three undergraduate students majoring English Education at a public university in Indonesia as they prepare for the Test of Standard English (TOSE). Grounded in Garrison’s (1997) SDL model which comprises self-management, self-monitoring, and motivation this qualitative case study aims to identify students’ SDL practices, the challenges they face in each dimension, and the strategies they use to address these challenges. Data were gathered through open-ended questionnaires and semi-structured interviews. Findings show that the students exercised goal-oriented self-management through personalized study planning, structured schedules, and strategic use of blended learning resources, integrating AI tools, course materials, and online content. Peer and teacher collaboration provided essential academic guidance and motivational support. For self- monitoring, students systematically tracked their progress, utilized feedback from discussions, and adjusted learning strategies when needed. In terms of motivation, strong future-oriented goals and social expectations sustained their efforts, highlighting both individual commitment and social drivers. However, students encountered time constraints, an overload of learning resources, and fluctuating motivation. To overcome these obstacles, they prioritized study goals, selectively organized learning materials, and sought support through collaborative engagement. These findings highlight the importance of nurturing both learners’ self-regulation and institutional scaffolding to strengthen SDL capacities, especially in high-stakes test preparation contexts like the TOSE.