The present study was an attempt to examine the relationship between reflective teaching and teacher autonomy among Iranian EFL experienced and novice teachers. The study was conducted with a sample of 100 EFL teachers that were selected by convenience sampling from language institutes in Isfahan, Iran. In order to neutralize the role of gender, as an intervening variable, an equal number of male and female participants were invited to take part in the study. Out of participants, 50 of them were experienced and 50 were novice teachers (those teachers who had fewer than five years and more than five years of teaching experience were considered novice and experienced participants). The participants were requested to fill out two questionnaires measuring reflective teaching and teacher autonomy. The descriptive statistics as well as inferential statistics were employed to analyze the data. The findings showed that there was a strong positive relationship between the experienced teachers' reflective teaching and their teacher autonomy and there was a moderate positive relationship between the novice teachers' reflective teaching and their teacher autonomy. The results of the present study will be useful for EFL teachers to have effective teaching. Obviously, reflective teaching would help teachers to foster their independence.