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The aim of the research presented in this chapter was to investigate the extent to which emotions and motivation affect the autonomy of students learning English in secondary schools in Hungary. The rationale of our study is that although learner autonomy is increasingly seen as an important goal in education, Hungarian learners’ autonomy seems to decrease rather than increase in higher grades (Albert et al. 2018a, 2018b). To shed light on the relationship of these constructs in the secondary school context, we designed a complex study, where students’ autonomous learning behavior and their autonomous use of technology (Benson 2013), components of the L2 motivational Self System (Dörnyei 2005, 2009) and nine positive and negative emotions (Pekrun 2006) were measured with the help of a standardized questionnaire (N= 337). Based on regression analyses, our results show that emotions and …