Considering the importance of teacher autonomy in terms of its interrelationship with teacher empowerment, motivation, burnout, job satisfaction, professionalism, etc., it seems that this concept has not received due attention in the context of Iranian English language teachers, especially those who teach at private language centers. Therefore, the present study intends to explore the perception of English language teachers teaching at private language institutions in a number of cities in Iran. To this end, a questionnaire devised by Pearson and Moomaw (2006) is adopted and distributed among 120 Iranian English teachers online. The degree of perceived autonomy of the participating teachers in two categories of ‘general teaching autonomy’ and ‘curriculum autonomy’ is elicited and discussed throughout the study. Suggestions for further research are also provided.