Abstract Learner autonomy is considered both as a means of language learning through learner responsibility and as a goal of language education in producing lifelong learner. These advantages have recently attracted scholars in the field of language education. This correlational survey study examines the relationship of learners' autonomy in EFL learning and their EFL achievement. Samples of 328 students through simple random and 13 EFL teachers through available sampling methods, as well as three FGDs each constituting six members were participated in the study. The data collected through five level Likert like questionnaire, document analysis and FGD revealed that EFL learners' responses M= 2.65 significantly below t(317)=- 13.589, p<0.01 the expected level (3). Document analysis also shows that the participants’ EFL achievement M=58.05 is below the expected (75). In addition, FGD indicated that EFL learners' responses exhibited some level of autonomy in limited aspects of autonomy. However, Pearson product movement analysis for the relationship of autonomous learning and EFL achievement revealed that strong positive correlation r=0.801 significant at p<0.01, 2-tailed, exists between the two variables. Thus, promotion of autonomy should be considered to support students’ learn independent of their teacher for better EFL achievement.