In the last few decades, learner autonomy has been considered a vital indicator of successful language learning. Most language teachers likely do not deny the importance of learner autonomy, as learning is ultimately the learner's responsibility. However, to what extent do teachers value this concept? To what extent do teachers actually promote learner autonomy in their classrooms? Are there any differences between teachers' perceptions of the importance of learner autonomy and their actual practices? To explore these questions, the current research study adopts a mixed-method design involving quantitative questionnaire data, qualitative open-ended responses and interview data. The results reveal that teachers unanimously agree on the importance of learner autonomy in language learning. However, the questionnaire data indicate that there is a statistically significant difference between teachers' beliefs and their practices. The qualitative data also support the existence of this discrepancy and suggest that it results from students' low motivation and passive learning attitude and the pressure teachers' face due to teaching demands. Implications regarding how teachers can better promote learner autonomy in the classroom are discussed.