This study aimed to examine teacher autonomy perceptions in basic education in terms of certain variables. With this purpose in mind, a general survey model, one of the quantitative research methods, was adopted. The research sample consisted of 614 teachers who were determined by simple random sampling among those working in Nizip district of Gaziantep. The research data were collected using the personal information protocol prepared by the researchers and the Teacher Autonomy Scale developed by Çolak and Altınkurt (2017). For data analysis, descriptive statistics such as arithmetic mean and standard deviation were used to estimate teachers’ levels of autonomy perception, and predictive analyses such as t-test and one-way variance (ANOVA) were conducted to test the statistically significant differences between groups. As a result, it was revealed that teachers had a high level of autonomy perception and there were significant differences by professional seniority, level of education, school level, age, and the area of specialization. According to these results, it is understood that teachers' perceptions of autonomy may change according to personal characteristics. In this direction, it can be suggested that this situation should be taken into account in the policies to be determined in the context of teacher autonomy.