Learner autonomy has been a focus of research for last more than three decades. Teachers are considered a potential instrument in bringing change but their role, however, received little space which is observed recently, particularly in developing learner autonomy in language classrooms. This paper examines the beliefs of Pakistani English teachers about the feasibility of autonomy in learners at BS level and investigates the potential socio-cultural constraints restricting the development of learner autonomy. A sample of 16 English language teachers was selected from four public universities and data were gathered through semi-structured interviews. Data were later analysed thematically. Pakistani learners and teachers believed that learner autonomy is a new concept. Culture has been found playing a major role in limiting the role of learner autonomy. The present study indicates that perceived barriers should be removed for successful promotion of autonomy in learners.