This chapter presents findings from an exploratory case study, conducted in 2018 and 2019, that focused on the investigation of Free Learning at International College Hong Kong Secondary. Free Learning is one of the school-based curricular practices that can be considered an act of resistance against educational discourses centred around the learnification of education, which often implies an increase in learning freedom for students and a decrease in significance and value of the teacher role. The study explored the roles of teacher and student in Free Learning: to what extent Free Learning has an effect on both and how the student-teacher relationship is reconsidered. Data were collected and analysed through semi-structured interviews, observations and questionnaires, an analytical framework based on the school’s Approaches to Learning and the International Baccalaureate Standards and Practices. Additionally, Biesta’s (2009) work on the purposes of education and Foucault’s (1982) concept of “technologies of the self” were used as a theoretical lens. Findings show that the Free Learning approach allows for a student-teacher relationship that is reciprocal and that is neither focused on outcomes nor performance. These findings are discussed and framed, and suggestions are made for adoption and further research of Free Learning in different educational settings. Copyright © 2022 selection and editorial matter, Ross Parker, David Coniam and Peter Falvey; individual chapters, the contributors.