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The practice of self-directed learning is important to adult students as it allows them to learn effectively while juggling work, family and other commitments. This study set out to examine the self-directed learning characteristics present in the adult students’ study process at the case university. The relationship between the adult students’ perceived competence level in self-directed learning and their academic performance was also investigated. In this study, 1695 adult students in the case university participated in a survey that included both Likert-type and open-ended response items. Eleven indicators of self-directed learning were conceptualised and quantified. These indicators included: Goal Setting, Time Management, Procrastination Management, Assignment Preparation, Exam Preparation, Note-taking Capability, Research Capability, Seminar Class Readiness, Technical Readiness, Online Class Readiness …