This study was conducted to investigate the practice of learner autonomy inrnlearning EFL by grade 11 students of Abadir Secondary School. Since the mainrnobjective of the study was to describe the extent to which learner autonomy wasrnpracticed in the target area, the method employed in the study was descriptive.rnTo achieve this, questionnaire, interview, classroo,m observ.a tion, focus grouprndiscussion and students' diaries were used for ,d ata collection. Because therernwere 60 students and 2 English language teachers, all .o f them, were involved inrnthe stud-y using questionnaire and interview respectively. Besides, stratifiedrnrandom sampling method'was used to se'lect students jor focus group 'discussionrnand diary writinfJ. The result of the study shows that most grade 11 students ofrnAbadir Secondary School didn't adequately practice to use cognitive, metacognitivernand socio-affectivfj! strategies in learning English in their own ways.rnThis is mainly because their teachers did not provide them with adequaternsupport, opportunity, training, guidance and freedom to do s o. The other factorsrnthat hindered their practices are lack of motivation, lack of self-confidence, lackrnof experience and the influence of exams. In conclusion, the study indicates thatrnlearner autonomy was adequately practiced in learning EFL by most grade 11rnstudents of Abadir Secondary School and English language teacher didn't playrnadequate roles in helping the s tudents practice learner autonomy. Therefore,rnteachers are recommended to play the central role in creating opportunities forrnstudents to learn and practice the language. Students should also takernresponsibility for their own learning and learn English in their own ways. Inrnaddition, further study should be conducted in order to arrive at arncomprehensive conclusion.