This study examined students ‘readiness to be autonomous and how it connected and influenced their English language performance. The research design was a mixed method (convergent parallel design). The data were collected from a Libyan Secondary school in Malaysia. 103 students were selected to answer the questionnaire and 10 for interviews. All the data collected were analysed by using the (SPSS) version 24 and NVivo pro 10. The findings showed that the Libyan secondary school students were ready to carry out autonomous learning. Students preferred to learn English outside the classroom and they aimed at improving their mastery of the English language to an advanced level. Gender was significantly correlated to learner autonomy and had a moderate influence on learner autonomy. Students’ autonomous learning readiness was significantly correlated to English language performance. Recommendations were made to enhance students’ autonomous learning