This study examines the relationship between Willingness to Communicate and Learners’ Autonomy among university students learning English as a Foreign Language (EFL). Recently, both Willingness to Communicate and autonomy have been recognized as critical affective and behavioral factors influencing language acquisition, especially in learner-centered educational settings. The study aims to explore whether students who exhibit higher levels of autonomy in their learning are also more willing to initiate and participate in communicative tasks in English. The sample includes 65 university students, (male and female), they are randomly chosen from Baghdad and Tikrit universities. Data collection involved the administration of standardized questionnaires to a sample of EFL university students. Quantitative data were analyzed using correlation coefficient. Preliminary findings indicate a significant positive correlation between learner autonomy and willingness to communicate, suggesting that students who take greater responsibility for their learning are more likely to engage in communicative activities. These results highlight the importance of fostering autonomous learning environments to support EFL learners' communicative competence. The study concludes with pedagogical recommendations for integrating autonomy-enhancing strategies into EFL curricula to encourage more confident and communicative learners.