With the development of learner-centred approaches, the role of learners has gained importance in education. Furthermore, the responsibility for learning has shifted from teachers to learners. This transition led to the rise of the “learner autonomy” concept. Autonomous learners are able to take responsibility for their own learning and set learning goals regardless of time and place. Today, it is required for teachers to raise individuals who are able to plan and monitor their own learning process and who are lifelong learners to adapt to fluxional conditions in education. Accordingly, teacher training received by teachers contributes to equipping them with autonomous learning and lifelong learning skills and tendencies. Thus, the current study aims to explore the relationship between prospective English language teachers' learner autonomy attitudes and their lifelong learning tendencies in terms of gender and grade factors. 107 prospective teachers (63 girls and 44 boys) from the English Language Teaching Department participated in the study. Autonomy Learning Scale and Lifelong Learning Scale were employed for data collection. The findings of the research represented that there is a meaningful relationship between the prospective English language teachers’ learner autonomy attitudes and lifelong learning tendencies. In addition, female participants have higher scores on learner autonomy attitudes than males.