For the past three years, we have worked together in a course for self-directed learners of African languages (Katrina as instructor; Lauren as a learner of Luganda). Describing herself as competitive and data-oriented and having benefited from using pedometers to track her exercise, Lauren created a point system to track and motivate her language learning. This method helped her stay motivated and accountable to her learning goals, so much so that that in her third year teaching herself Luganda she became a mentor to students teaching themselves other African languages, leading to several of them adopting and adapting her game-based system for their own needs. Through analysis of learner diary entries, we will share the systems that self-directed learners of African languages designed; and discuss these systems in light of SLA literature on motivation and accountability.