This study investigated the readiness of university students for autonomous learning of English as a foreign language. Data was collected using questionnaires and interviews. The study assessed learners' readiness for autonomous learning across three dimensions: a) learners' perceptions of their educational responsibilities; b) learners' abilities related to autonomous learning and c) the actual autonomous English activities that were practiced by the participants while learning English. The data collected were analyzed quantitatively using the comparisons of means method and the t-test. Data collected through the interviews were analyzed qualitatively using the content analysis procedure. Analysis of the results suggested that as a result of previous educational experiences, the learners were habituated by their past educational experiences to place the responsibility for the success or failure of their language acquisition on their teachers. However, the participants reported that they have the ability to learn autonomously if given the opportunity to do so. A t-test showed that in terms of students' perceptions of their abilities to engage in autonomous learning activities, gender and level of achievement did not play a significant role. Recommendations and implications for training autonomous learners are discussed.