Grammar learning requires students to connect grammatical forms with meaning and use, yet students may still struggle when learning responsibility shifts beyond the classroom. This qualitative case study explored how EFL students navigated flipped grammar learning through self-regulation, peer support, and lecturer scaffolding. Eighteen Indonesian university students participated in the study. Data were collected through semi-structured individual interviews (II), a focus group interview (FGI), and reflective journals (RJ), and analysed using Braun and Clarke’s thematic analysis. The findings indicate that students did not rely on independent study alone. They prepared for class, reviewed and adjusted their learning strategies, sought alternative explanations, discussed difficulties with peers, and approached the lecturer when further clarification was needed. Peer interaction provided accessible explanations and opportunities to compare understanding, while lecturer scaffolding became important when individual and peer-based strategies did not resolve a difficulty. Learner navigation involved recognising a problem, deciding what to try, evaluating available support, and adjusting the next step. The study suggests that autonomy in flipped grammar learning is expressed not through working alone, but through purposeful decisions about strategies, resources, peers, and lecturer support.
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