Abstract: Gaining an insight into Iranian EFL learning environment is increasingly felt, consonant with dissociation from the traditional and spoon-feeding rituals of Iranian indigenous teaching. To that end, the study tried to scour the grade level differences of 202 students in their perceived autonomy support in the context of Iranian universities. Exposures to autonomy supportive environment were examined in 2nd, 3rd and 4th grade-levels through the administration of Learning Climate Questionnaire (LCQ: Black & Deci, 2000), a self-report instrument for appraising perceived autonomy support. Data collected were analyzed in respect of means differences. Significant differences were found between graders in their perceptions of autonomy supportive environments. Second graders appeared to perceive their learning and teaching environment more autonomy supportive than the two other graders. Juniors had lower perception of their environment as autonomy supportive than senior students. The results substantiate previous studies by indicating that perceived autonomy support is dwindled by grade level.