Learner autonomy has become a cornerstone in English as a Foreign Language (EFL) education, especially at the university level, where students must increasingly manage their own learning processes. This article explores the theoretical underpinnings of learner autonomy, examines practical strategies for its promotion in EFL university contexts, and addresses key challenges and pedagogical implications. Grounded in foundational works by scholars such as Holec (1981), Benson (2011), Little (1991), and Littlewood (1999), autonomy is understood as learners’ capacity to take responsibility for their learning decisions and actions. In university EFL settings, fostering autonomy requires moving from teacher-centered to learner-centered pedagogies through reflective practices, strategy training, goal-setting, project-based activities, and technology integration. Challenges include cultural preferences for teacher authority, student unfamiliarity with independent learning, and institutional constraints. The discussion highlights the role of teachers as facilitators and the long-term benefits of autonomy for motivation, engagement, and sustained language development. Pedagogical implications advocate gradual, scaffolded implementation to cultivate lifelong learning skills essential for academic and professional success in English.