The present study aims to clarify the interrelationship between learner autonomy, motivation and academic success for English in Asynchronous Distance Learning (ADL) and Blended Learning (BL) environments. In order to reveal participants' autonomy and motivation levels, a questionnaire was used as the data collection tool. Additionally, two grammar tests were used to clarify participants' academic success level. After the data collection process for the main study, a quantitative way of data analysis was implemented by means of using SPSS. As a result, a significant and positive relationship was found between BL students' academic success and motivation. Additionally, a statistically significant and positive correlation was found between ADL and BL students' motivation and autonomy. In terms of the link between academic success and learner autonomy, no significant relationship was found for both ADL and BL groups. As for the correlations, in both groups ADL and BL, autonomy and motivation were found to be correlated.