The main objective of this study is to explore to what extent Self-Access Centerrn(SAC) use promotes autonomous language learning. To achieve this objective,rnLevel-2 and Level-3 Peacekeeping English project students of Addis Ababa andrnHarrar Self- Access Centers were chosen as participants of the study. For thernpurpose of gathering sufficient and reliable data, three instruments were used.rnThe questionnaire was used to assess students feeling about the SAC, thernmaterials they used to improve their language skills, self-assessment, languagernlearning strategies and how the SAC was helping them. The interviews werernused to get a detail overview of the information gathered through thernquestionnaire. And the observation was also used as a supplementary tool forrnthe data gathered through the questionnaire and interview. Then, the data werernanalyzed both quantitatively and qualitatively. The findings show that studentsrnwere good in making self-assessment, deciding their language learning processrnand independent use of material. However, students had problems on settingrntheir language learning goals, discussing on their own language learningrnstrategies and use of learners note book (SAC Log book). Students had also lackrnof information on the available resources in the SAC, this can be seen when mostrnstudents focused on one skill. In addition, most students' autonomy was limitedrnto listening skills. Finally recommendations are given in order to help teachersrnand administrative staffs to help their students to autonomous languagernlearning.