This study sought to scrutinize the interplay between interlanguage pragmatic learning strategies (IPLS) usage and learner autonomy among male and female English as a Foreign Language (EFL) learners. It also examines whether gender plays a significant role in the adoption and efficacy of these strategies in the EFL learning context. The study sample consisted of 156 upper-intermediate Saudi EFL learners, comprising an equal distribution of 78 males and 78 females. Data were collected via a proficiency test, learner autonomy survey, and IPLS inventory. The results revealed significant gender-based differences in both learner autonomy scores and the application of IPLS. Female learners displayed more strategic approaches to pragmatic learning and greater autonomy compared to male learners. Additionally, a moderately positive correlation between IPLS use and learner autonomy was found for female learners, whereas a strong positive association was observed for male learners, suggesting the critical role of strategy training in fostering learner autonomy. This study provides significant pedagogical implications and substantial insights into the interplay between learner autonomy and IPLS across genders in EFL learning environments.