This study aimed to examine university English Communication teachers' self-reports of teacher autonomy in terms of their own freedom to make decisions about the teaching and learning that occurs inside their classroom. Results showed that teacher self-perceptions of both general and curricular autonomy were high. There was some recognition that although autonomy allows teachers to adapt to student needs, standards cannot be monitored and maintained without a certain level of top-down co-ordination. [The page range (1-13) shown on the PDF is incorrect. The correct page range is 87-99.]