Learner autonomy has received attention in the field of language teaching as a result of the trend towards learner-centered approaches in the last decade. However, prior to any intervention to curriculum and materials aiming at increasing autonomy, the level of language learners' readiness for autonomous learning is suggested to be investigated. This study, with this idea in mind, aims to explore 100 English as a Foreign Language (EFL) students' readiness in this specific area through a quantitative approach. Data were gathered by means of Learner Autonomy Readiness Instrument (LARI) (Koçak, 2003). Results showed that participants are not only extrinsically motivated but also intrinsically motivated in some cases. They also apply some metacognitive strategies and their perceptions about taking responsibility depend on the task. Finally, they are willing to engage in outside class activities to learn the language.