The present study sought to explore the perceptions of Iraqi EFL learners regarding autonomous learning within the context of higher education. Employing a qualitative research design, the study involves the participation of 80 Iraqi university students enrolled in English as a Foreign Language programs across various higher education institutions in the Erbil region of Iraq. Convenient sampling was employed to select participants, who ranged in age from 20 to 30 years old and had Kurdish and Arabic as their first languages. Data collection was facilitated through the utilization of a "Learner Autonomy Questionnaire." The collected responses were analyzed using SPSS version 25, employing frequency analysis to uncover patterns and trends within the dataset. The findings reveal that the majority of participants hold positive attitudes toward autonomous learning in higher education. However, it is noteworthy that some participants expressed reservations and highlighted challenges associated with autonomous learning. The study provides valuable insights into the nuanced perceptions of Iraqi EFL learners, shedding light on their attitudes and perspectives toward autonomous learning within the dynamic landscape of higher education. The outcomes of this research contribute to a deeper understanding of the interplay between learners' perceptions and the promotion of autonomous learning in the Iraqi EFL context. This study has implications for curriculum development, pedagogical practices, and the enhancement of language learning experiences in higher education institutions.