Learner autonomy (LA) has become an intriguing topic in the field of language teaching. This study explored Iranian EFL teachers' beliefs about and practices of LA in light of two under-researched variables, namely experience and licensure. To this end, a cluster sample of 50 teachers were chosen who were further categorized into TEFL versus non-TEFL based on their degree and then into novice versus experienced, based on their teaching experience. The data were gleaned utilizing the Learner Autonomy Questionnaire [Borg and Al-Busaidi 2012. "Learner Autonomy: English Language Teacher' Beliefs and Practices". London: The British Council], a class observation form designed based on the questionnaire, and a semi-structured interview. The results of two-way ANOVA revealed significant differences in the participants' beliefs toward autonomy in terms of experience and licensure and significant differences in the autonomy-promoting practices only in terms of experience. The results of the interview indicated that the teachers overlooked the significance of strategic investment in promoting LA and conceived of policy-makers and learners' expectations as two factors defying autonomy-promoting practice. The findings carry a number of implications for teacher education.