The study aimed to describe the relationship between Learner Autonomy and Reading Comprehension of non – English major students. This study engaged mixed method design, utilizing convergent parallel approach. The participants of the study were non – English major students under the Institute of Teacher Education. There were 179 students who were randomly selected for quantitative and 10 for the qualitative which were purposively selected. Based on the results of the study, it was determined that the level of learner autonomy of students is high while the level of reading comprehension is low. In terms of significant relationship, the results revealed that there is no significant relationship between learner autonomy and reading comprehension among non-English major students in Kapalong College of Agriculture, Sciences, and Technology. The results from the quantitative and qualitative converged when they were being corroborated. The results confirm in this study, which stated that students’ learner autonomy does not affect their reading comprehension skills. The study concluded that non-English major students exhibit high levels of learner autonomy but low levels of reading comprehension. Despite no significant relationship found between learner autonomy and reading comprehension, qualitative analysis highlighted various themes indicating that learner autonomy significantly impacts students' reading comprehension and their ability to navigate learning challenges. Furthermore, to improve learner autonomy and reading comprehension among non-English major students, it is recommended to teach students how to plan, monitor, and evaluate their learning, seek constructive feedback, and encourage group discussions and diverse reading materials. Additionally, regular reading and engagement with various learning resources can enhance both learner autonomy and reading comprehension skills.