The purpose of this study is to identify the autonomy supportive behaviors exhibited by EFL teachers. The population of the study is composed of EFL teachers working in Çanakkale city center and districts in the 2017-2018 academic year. The sample of the research consists of 80 English teachers at state schools in Turkey. In the study, the cross-sectional survey model was used to collect data. In analyzing the emerging data, non-parametric tests were administered because the findings did not show normal distribution. When the data were analyzed, it was revealed that the teachers showed supportive behaviors involved in the learner autonomy of the students. On the other hand, gender was found to be a significant variable in relation to the teachers' supportive behaviors underlying learner autonomy. Further, the results of the study indicated that the seniority year was not a significant variable in relation to the teachers' supportive behaviors underlying learner autonomy. The study concludes by suggesting the need to prepare future EFL teachers to support autonomy in the classroom setting.