This study investigates lecturers’ and students’ perspectives on how learner autonomy is assessed in learning. The study adopts a qualitative approach, using semi-structured interviews with 6 lecturers and 12 English language students at a university. Thematic analysis shows that lecturers primarily assess learner autonomy based on observations of learning behaviors and attitudes but lack clear criteria, while students often rely on grades and task completion to self-assess and lack guidance and reflective skills. The findings reveal differences in the assessment frameworks of the two groups, highlighting the need to develop a common assessment rubric, strengthen formative assessment, and establish a regular feedback mechanism.