This paper investigates perceptions of Pakistani university English teachers about viability of learner autonomy at BS level with a special focus on socio-cultural constraints. With a sample of 16 English language teachers from four public universities, semi-structured interviews were employed to collect data which was later analysed thematically. Results showed that learner autonomy was a new concept for Pakistani teachers and learners. Culture had been found playing a great part in restricting the role of learner autonomy. Analysis also indicated that perceived barricades should be removed to possible extent if educators want to develop autonomy in their learners.