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This study was employed to investigate how learner autonomy is represented in K-13 English textbooks used for 7st, 8th and 9th grade of junior high schools and how Indonesian English teachers make use of English textbooks to promote learner autonomy in their teaching practices. The approaches used in this study were both qualitative and qualitative research approaches. The data were collected from three different sources, including; a textbook analysis, interviews, and lesson observations. The analyzed textbooks were Three K-13 English textbooks used for 7th, 8th and 9th grade of junior high students. The participants of this study were five English teachers who are currently teaching English for 7th, 8th and 9th grade students at SMPN1 Bengkulu and five students from every grade. The result of the study indicated that the authors of all three textbooks are quite aware of the importance of promoting learner autonomy by emphasizing the principles of learner autonomy in their textbooks. Yet, the teachers did not adequately foster learning autonomy in the classrooms. One fundamental factor might influence them to do so is due to syllabus constraints..