The present study was an attempt to investigate the potential relationship among three variables, namely English Language Teachers’ Teaching Styles(TS), Neuro-Linguistic Programming(NLP), and Autonomy (Au). To this end, at the onset of the study, a group of 200 experienced English language teachers at various language schools in Tehran, inter alia Asre Zaban Language Academy, with at least two years of teaching experience were given three questionnaires relevant to the variables of the study, among which 162 instruments were returned. After being verified, 129 questionnaires, which had been thoroughly completed, were selected. In order to seek the relationship between the variables, non-parametric Kruskal Wallis and Mann Whitney tests as well as Spearman rho were employed; as a result of which a significant relationship was detected between TS and AU and NLP and TS; however, in terms of the third null hypothesis, NLP was found to be significantly related only to General autonomy. In addition, regression analysis was performed to see whether or not the degree of prediction between the five teaching styles and NLP as predictor variables was different towards teachers’ autonomy as predicted variable; to this end, preparatory analyses were conducted to ensure no violation of the assumptions of normality, multicollinearity and homoscedasticity. Consequently, teachers’ teaching styles turned out to be the superior variable in predicting teachers’ autonomy.
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