III Ifle jield of language leachillg alld leaming. the lIIosl successji.d learners are believed 10 bernaUlOIlOIllOUS in a sense that they accept why, what and how Ihey are leaming because leachersrncannot teach evelything alld help learners outside the formal setting of educatioll and fulfill IhernlIeeds of all the learners. Therefore, lea mel's need to leam the language all their OWII. 011 thernother hand, lea mel's may not come to the classroom with natural gifl of autonomous leamillgrnprinCiples. Hence, teachers should train learners how to learn the language by themselves.rnHavillg considered these assumptions, this study was conducted to explore learller autonomy inrnlearlling English at grade 12: Bahir Dar Higher PreparatOly Secondwy School in focus. Tornachieve the objective, 131 grade 12 students were selected randomly, and all Ellglish teachersrnwere selected. Data were gathered using questionnaire, interview, focus group discussioll withrnth e students and observation. The questionnaire was distributed to 131 students and six Englishrnteachers. The il1lerview was conducted to six students and all the teachers. The focus grouprndiscussion was held with ten sludents. The observation was conducted to three sessions 011rnvolun!wy basis. The questionnaire was used to jind out the efforts of learners to develop theirrnEnglish lallguage skills and the role of leachers ill helping lea mel's learn how to leam. To seernthe consistency of the results, illtervielV lVas conducted. Focus group discussioll with the sludentsrnwas conducted to cross-check the results fOlllld Fum the questionnaire and interview because thernefforts of leamers outside the classroom cannot be fully observed,. The observatioll lVasrncOllducted to see the classroom practices as they occur. The results obtained through these toolsrnreveal that most of the students did not exert individual efforts to develop their English languagernskills on their OWI1. Although teachers tried to train learners how to comprehend oilly wrillellrntexts and encourage learners to develop self-conjidence to leam the language, the)' did 1101rnadequately traill learners the cognitive alld socia-affective strategies. In additioll, most of tflernteachers did 1101 adequately traill lea mel's the melacognitive stralegies. Filially based on Ihernjilldillgs. recommendatiolls were forwarded. Accordingly, the teachers should carlY Ollt tfleirrnroles in helping learners lem'lI hOlV to leam. The stlldellts shollid also exert individual efforts tornleam tfle langllage on their OlVn.