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Language teaching has become more learner-centered for last three decades. Teachers with a potential of being change-agent received considerable attention of researchers. Teachers need to reconsider their traditional role in helping learners control their learning. Present study investigated viable autonomy-supportive teaching role and creative practices teachers can follow to aid their learners in becoming autonomous. Data were collected from 16 university teachers teaching English communication skills at Bachelor of Science level in public sector universities of the Punjab, Pakistan. Individual semi-structured interviews were conducted to gather teachers’ perceptions. Results revealed that teachers perceived their role vital in developing learner autonomy but they considered a meaningful change in present role with a gradual shift of learning responsibilities from teacher to learner. Moreover, 11 autonomy-supportive teaching practices were suggested to enable learners to control their learning. Study proposed teachers to be trained for their new role, and must have teaching autonomy to materialize autonomy-supportive practices.
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