Learner autonomy has become the latest buzzword in the world of EFL pedagogy and practice, but what do contemporary practitioners and learners of EFL understand by learner autonomy, what do they believe it is, and do they consider it to be valuable? The purpose of this mixed-methods study in Spain is to garner teacher and student perceptions of this popular notion – to identify and compare their beliefs and understandings of autonomous learning and learners within the Spanish EFL context. Specifically, we are focused upon a comparative interpretation of the desirability and feasibility of autonomous learning habits, decisions and abilities. Research findings extracted through both an online questionnaire and six follow-up interviews demonstrate that teachers and students share predominantly positive views of autonomy, however students are more enthusiastic about extending their decision-making in the classroom than their learning abilities and capacities. Several gaps between teacher/student perceptions, and desirability/feasibility are identified, with teachers' data also serving to suggest several possible restrictions upon autonomy that may stunt it's progression in the EFL classroom.