Developing Learner Autonomy depends on the learner's metacognitive awareness and beliefs about their own language learning experience. The SLTs' perceptions in this research were used to build up a reflective analysis of whether their past language learning experience is affecting their current learning and how it will affect their future teaching. This research managed to provide a valuable qualitative understanding for developing learner autonomy in the existing Kuwaiti public educational environment, based on exploring SLTs' perceptions. SLTs showed that, despite the limitations of the traditional educational environment, learner autonomy can still be developed. A qualitative research methodology was selected using a single descriptive case study approach. Several data collection techniques were used including in-depth individual semi-structured interviews, reflective journals and a focus group discussion to support the individual methods. In total, fifty six SLTs from the English Language Department in the College of Basic Education took part in this research. A qualitative thematic data analysis approach including modified existing theories to suit the research investigation such as 'force field theory' and 'I-statement analysis' was used. The research discovers that the Kuwaiti educational environment is not supportive of the development of learner autonomy; however, the SLTs have developed learner autonomy personally. The findings have been divided according to the four main research questions as follows. Findings of Research Question One indicated that the environment does not support the autonomous language learning. Findings of Research Question Two showed that the majority of SLTs have faced hindering forces during their language learning. This led to the findings of the third research question which presented the definition of 'authentic autonomy' where forty-four (78.5%) of SLTs expressed that they themselves had the biggest role in the development of their own language learning in the face of the hindering forces. Finally, the findings of the fourth question proposed partial autonomy as an autonomous context-based definition.