Recently, learner autonomy has gained great attention in educational research and pedagogical practices. For the purpose of promoting learner autonomy in a language classroom, first of all, we need to make teachers aware of the concept and its benefits. It is due to the fact that teachers are the ones who create and maintain learning communities. Accordingly, the focus of this study was to explore Iranian EFL teachers' intuition and understanding of learner autonomy and their perceptions of teachers' roles in autonomous learning. In order to figure out the situation, 160 English teachers answered an open-ended questionnaire. Qualitative data was analyzed through content analysis and other relevant statistical procedures. The findings demonstrated the current understanding of the teachers about the concept of learner autonomy in language learning and their perceptions of teachers' roles in autonomous learning. [ABSTRACT FROM AUTHOR]