Since autonomy become the desirable goals in education and implicitly reflected in the government document or alternated by other terms, for instance, in the decree (number 5/22) issued by the minister of education, culture, research, and technology of the Republic of Indonesia, fostering learner autonomy in language teaching and learning is important to be conducted. Therefore, this research aims at (1) recognizing teacher’s beliefs toward learner autonomy in EFL higher secondary school context, and (2) identifying teacher’s teaching strategies to foster learner autonomy influenced by teacher’s beliefs about the characteristics of learner autonomy. Employing narrative inquiry as research method, this research focus on teacher’s story as a data and recruited an EFL teacher’s higher secondary school to be participant of the research. 
The result indicates that the teacher became familiar with the term learner autonomy after attending the teacher training program that she participated in when pursuing her graduate education. Based on this understanding, the teacher assumes that autonomy is an educational goal that is implicitly reflected in the national education curriculum. The teacher's understanding of the concept of autonomy as an educational goal makes the teacher believe that fostering students' autonomy should be conducted in the classroom. Based on the teacher's teaching experience, heterogeneity, and the large number of students in the class are the obstacle in fostering learner autonomy. However, learning that accommodates various learning strategies and media can be used as a solution to foster learner autonomy in a heterogeneous classroom. Furthermore, teacher use technology to foster learner autonomy in EFL classroom context. Teachers believe that the use of technology in accordance with learning objectives is very helpful for teachers in fostering learner autonomy. Therefore, this research suggested that teacher training programs that focus on learner autonomy and how to foster learner autonomy through classroom learning should be considered by policymaker to be conducted. Then, fostering autonomy using technology in language teaching in the classroom must be accompanied by appropriate classroom pedagogy so that the use of technology can lead to students' autonomous behavior and can motivate students in learning. Therefore, further research is needed regarding the effect of technology in fostering learner autonomy through self-directed perspective.