In the last three decades, the construct of learner autonomy has been a voguish word in the educational literature. It has been explored from a variety of perspectives and spheres, for it is a multifaceted notion that involves several parameters and tenets such as: taking control over learning, assuming responsibility, conducting independent action and exercising the freedom of choice. Its convolution, indeed, has yielded multiple directions that led to a great deal of discussion and research. However, a clear depiction of what 'learner autonomy' is and what it essentially conceals is not well represented. Hence, this paper aims at providing a clear account and a relevant review of the significant conceptions embedded within the term so as to gain a deeper understanding of it. To this end, the paper tackles the following issues: (1) the origins of autonomy; (2) learner autonomy definitions; (3) versions of learner autonomy; (4) learner autonomy and its relation to teacher autonomy; and finally (5) learner autonomy across cultures, as it puts forward important associations to the Algerian educational setting.