An autonomous moral being is also a rational, historical, cultural and social being. The social nature of man makes it possible for man to interact with other fellow human beings. The success of human interaction is based on moral codes which tend to regulate human actions and reactions. In traditional African experience, ethical values include hard work, self-reliance, dignity in labour, contentment, patience, tolerance, respect for and sacredness of human life, respect for elders and being a brother’s keeper. These priceless ethical behaviours guide man’s perception of Being and other beings. Unfortunately, these values seem to have abdicated the throne of grace as witnessed in the increasing wave of crime, corruption, abuse of office, and the attendance loss of life and dignity of human person. It is against this situation these authors attempt to analyse the world of the basic education learner as ground for cultivating moral autonomy in contemporary Nigeria. In doing this, these authors employed the philosophical analysis approach in analysing the Nigerian moral environment, world of basic education learner, Kohlberg’s theory of cognitive moral development, moral autonomy, challenges of developing moral autonomy in the learner, developing moral autonomy through the world of the basic education learner. The importance of this paper is to provide school managers and teachers with better understanding of how the learner ethically conduct themselves and build a conducive environment where the learner can cultivate healthy moral behaviour.