What connections exist between independent learning and textbook-based French instruction? How can the independence of learners be promoted in a French class that is largely shaped by textbooks? What attitudes do teachers and learners have towards their French textbook, and how do they engage with it? The research project, the results of which are presented in this volume, seeks to answer these questions and methodologically aims for a triangulating perspective. It includes a textbook analysis, a written survey of learners, and guided interviews with teachers in its data collection methods. The results provide interesting insights into the thinking and actions of both teachers and learners, allowing for important conclusions about French instruction.