This study aims to find whether there is a relationship between the stories of English 
language teachers as learners, and their attempts to encourage learner autonomy. A 
qualitative design was chosen in order to reveal any relationships, with data collected 
through semi-structured interviews with five teachers of English language, two 
experienced and three novice teachers, in 2014-2015 spring term. Interview questions 
were directed towards language learning histories, including learning experiences prior to
and during their pre-service teacher education. Furthermore, a checklist form was 
employed to understand the role of teachers in promoting learner autonomy. The 
researchers analysed the data by rereading and identifying recurring codes, using 
interpretative data analysis. The findings show a relationship between English language 
teacher stories as learners