Autonomy seems to be a real challenge for the English learners in an EFL situation such as Iran. The purpose of this qualitative study was to investigate the role of autonomy among Iranian Intermediate EFL Learners. It also attempted to reveal the problems and the reasons these EFL learners faced with in being not autonomous. The participants of this study were twenty-six Iranian male and female learners who were studying English as a foreign language in an Institute. The data were collected by means of an open ended questionnaire (Appendix I) designed by the researchers. The results showed that the participants were aware of learner autonomy, but did not have the characteristics of autonomous learners mostly because their teachers were not open to learners’ criticism. More findings were discussed in the context of ELT and some pedagogical implications were also proposed.

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