Both self-assessment and student assessment literacy are crucial for developing self-regulated and lifelong learners. There is obvious interplay between self-assessment and student assessment literacy as both emphasise students’ active role in the assessment process and the use of assessment to support learning. It is well recognized that students need to have sufficient assessment literacy in order to carry out meaningful self-assessment practice, but whether and how self-assessment activities can help develop students’ assessment literacy remains understudied. This chapters aims to unpack the link between these two concepts and elaborate how self-assessment can be used to develop student assessment literacy. In this chapter, self-assessment is conceptualized as a process for learning, while assessment literacy is regarded as a desirable competency for independent learning. This chapter begins with a discussion of self-assessment and assessment literacy concepts and their roles in promoting student learning, followed by an analysis of the self-assessment process and how that process can provide opportunities for developing student assessment literacy. It ends with recommendations for teachers in designing and implementing meaningful self-assessment activities with the purpose to enhance students’ assessment literacy.