The development of learner autonomy is extensively seen as helpful in preparing students for lifelong learning. It is also recognized that most learners need obvious teaching skills for autonomous learning. As textbooks play such a significant role in most classrooms, it is important to ask to what extent they prepare students for their future learning. Unexpectedly, this has not been done already. This study studied whether principles of learner autonomy were integrated into AFG high school EFL textbooks used in AFG high school. Existing data were generated through an analysis of textbooks. These three textbooks (Grade 10, Grade 11, and Grade 12) with a total of 36 chapters of English language textbooks published for Afghan Language learners. These textbooks by using a checklist are examined. The results showed that principles of learner autonomy are included in the textbooks to some extent, out of the eight key principles of learner autonomy, a great extent of planning learning is achieved. The other key principles such as self-setting goals, self-selecting resources, practice, monitoring progress, and assessment are partly achieved. Additionally, certain key principles such as identifying learning needs and selecting learning strategies have not been achieved at all. Therefore, it can be concluded that there is a lack of attention on the development of learner autonomy in the AFG high school EFL textbooks.
