This study attempts to find out the relationship between learner autonomy and motivation in a state university prep school in Turkey in a non-native context. The findings indicate a moderate positive correlation between motivational beliefs (task value, perceived self-confidence, learning and performance goal-orientation) except performance goal-orientation and sections of autonomy (readiness, ability, responsibility, use of English). Thus, this study also suggests and supports that "intrinsic motivation makes learners 'more willing to take responsibility for the outcome' and that giving students more autonomy yields intrinsic motivation" (Scharle and Szabó, 2000: 7).