Purpose-Teacher autonomy is one of the important research topics and has got centre place in the field of teacher education. The main purpose of autonomy is to develop the ability to organize and direct their own teaching and learning inside and outside the classroom. Hence, the present study is an attempt to explore the Autonomy of teacher educators teaching in B.Ed. colleges in Delhi concerning their gender, type of institutions and subject of teaching. Methodology-Overall 100 teacher educators working in different types of B.Ed. colleges of Delhi were taken as sample by stratified random sampling technique. Teacher Autonomy scale (TAS) constructed by Pearson and Moomaw (2006) was used to collect data. The data was analyzed with the help of descriptive analysis and test of significance. Findings -The result showed that moderate level of autonomy was found among teacher educators and there was statistically a significant difference for type of institutions and no difference for gender and subject of teaching was found among teacher educators of Delhi. Significance- Teacher educators are teacher of teachers are mainly responsible to train teachers as autonomous teachers. To develop autonomy among perspective teachers, to make our teacher autonomous practitioner we should trained them in such a way that they have good chance of autonomous learning. It can only be possible if teacher educators have autonomous approach. Teacher educators autonomy should not be confined to the classroom but it also include curricular and research autonomy and teacher should have freedom to reflect and innovate to improve his teaching and learning process.