Self-directed learning (SDL) plays a significant role in the development of sociolinguistic competence, especially for high school learners. This article explores the importance of SDL in shaping learners' ability to understand and apply sociolinguistic principles, such as language variation, pragmatics, and social context, to real-world communication. It investigates how SDL fosters independent learning and enhances learners' skills to navigate different social contexts and use appropriate language based on social factors like age, gender, and social status. The article examines various methods of promoting SDL in the classroom and its impact on language proficiency, focusing on both theoretical and practical aspects. Additionally, it analyzes the potential benefits and challenges of incorporating SDL into high school curricula to improve sociolinguistic competence.