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This paper is the investigation of learner autonomy in learning English as a foreign language. The subjects of the study were 233 college students. With the application of principal factor analysis, the study found that the subjects had four dimensions of learner autonomy: cognition, persistence, affect and tolerance of ambiguity. The extracted four factors explained 50% of total variance. Items of cognition included ‘I understand what is being taught’, ‘I can formulate my own learning objectives.’ and the other 5 items. Items of persistence included ‘I am not easily distracted, once I begin studying English.’ ‘I pay attention to studying English in English classes’, and the other 3 items. Affection had such items as ‘I do not enjoy learning English’, ‘I know why I am learning English’, and the other 2 items. Tolerance of Ambiguity included ‘I do not have patience with learning English’ and the other 2 items. In addition, female subjects had higher ‘affect’ than male subjects. High scorers on a TOIEC had higher ‘cognition’ and ‘affect’ than low scores on the test. The identified dimensions in the study confirmed results of other qualitative research studies. Based on the results of the study, several ways of improving learner autonomy are discussed.