The purpose of this study was to investigate the formation process of the view of support for autonomous learning among undergraduate students in a Japanese language teacher training course. Undergraduate students provided online support for contract learning at a university in Taiwan. The results of the analysis revealed that undergraduates had a strong awareness of teaching at the beginning of the support, but gradually they began to reconsider the relationship between themselves who were not yet teachers and other learners as they became more aware of listening to learners’ stories, and perceived learners as being there to learn from each other.