Developing autonomy means supporting learners’ control over their learning, and likewise teachers’ control over their teaching. Throughout the process, reflection is a key. This presentation examines the reflective practice of a group of Chinese EFL secondary teachers about cultivating learner autonomy in the context of an innovative school project. Two questions are addressed: In what ways was learner/teacher control supported in the context? And what reflections did the teachers demonstrate regarding their autonomy-oriented practice? Data were collected by classroom observations, one-on-one post-lesson discussions, collective discussions among the teachers themselves, and wrap-up interviews. Findings revealed that both students and teachers were allowed to take control over some aspects of their learning and teaching. However, opportunities for reflection were insufficient, particularly on the nature of autonomy and the implementation of strategies for effective control shift. The study calls for teachers and school managers to expand opportunities for school-wide autonomy-focused reflective practice.