Learner autonomy, which emphasizes learners’ engagement in self-dependent learning to enhance their ability to become self-reliant learners, is the key element in the language learning process. Although many studies have been carried out on learner autonomy, very little is known about the students' engagement in autonomous learning in the resource poor areas. This research uses a mixed-method research design and collected both qualitative and quantitative data from students (n=84) and teachers (n=20) from different colleges (n=15) located in Far Western Nepal and explores students’ engagement in autonomous learning and discusses the challenges and practices of learner autonomy in an EFL context in difficult circumstances. This research reveals students' over-dependence on their teachers, and teachers seemed to spoon-feed their students during their instructional practices. This research suggests how learner autonomy can be fostered in the actual instructional practices which can be of interest to the teachers, material designers, policymakers, and researchers working in developing the proficiency level of English language learners in remote and resource-poor areas.
