In the field of education, the concept of learner autonomy has attracted considerable attention and acceptance in recent years. The fact that teachers have an undeniable role in fostering autonomous learning skills emphasizes the importance of teacher education on this issue. Considering all the knowledge and skills that teachers should possess, teacher training institutions should not only provide an education that will develop pre-service teachers' autonomy but also equip them with the necessary techniques and strategies to develop learner autonomy. In this context, the aim of this study is to examine pre-service teachers' autonomous learning levels according to different variables. Since the current study aims to determine the autonomous learning levels of pre-service teachers, it is a descriptive survey model. The study group of the research consists of 196 pre-service teachers studying at Kocaeli University Faculty of Education, English Language Teaching, and Preschool Teaching departments. The purposive sampling method, one of the non-random sampling methods, was used to determine the sample of the study. "Demographic Information Form" and "Autonomous Learning Scale" were used as data collection tools. IBM SPSS 25.0 package program was used for data analysis. Descriptive statistics were used to examine the scores obtained from the Autonomous Learning Scale, the T-Test for Independent Samples was used to examine the differentiation of the scores obtained from the scale according to gender and the One-Factor ANOVA method was used to examine the differentiation according to grade level. According to the results of the research, it was determined that the general autonomous learning levels of preservice teachers were above average. [This paper was published in: "EJER Congress 2024 International Eurasian Educational Research Congress Conference Proceedings," edited by Senel Poyrazli, Ani Publishing, 2024, pp. 172-176.]