The purpose of the present study was to investigate the learners' behaviors and perceptions about autonomous language learning at the university level in Turkey. It attempts to reveal what type of perceptions learners held regarding teachers' and their own responsibilities in the language learning process. Their autonomous language learning activities in and out of the class were also examined in an attempt to clarify the details of their autonomous learning behaviors. The study also examined whether the participants' autonomous language learning activities differed according to gender and motivational levels. The results indicated that learners perceived their teachers as more responsible for the language learning process even though they considered themselves responsible for some areas of language learning and shared the responsibility with their teachers in some cases. The findings also suggested a significant difference between the autonomous language learning activities of the students with high and low levels of perceived motivation.