Learner autonomy has been a primary learning outcome for all fields, including engineering since it has been positively connected with successful learning experiences. Autonomy encompasses knowledge and skills, including self-awareness and reflection, independent learning and development, creativity and inventive thinking, and decision-making, all crucial for the modern workplace. Learners with high autonomy demonstrate a higher willingness and more responsibility to finish their tasks, as well as a strong potential to sustain and enhance their competences as they progress through their professional pathways. In the engineering discipline, several strategies that provide opportunities for learners to act autonomously and develop confidence in a real-world context, such as learner-led research and project and community service learning, have been incorporated into academic journeys to foster learner autonomy. Many high-impact teaching and learning strategies and methods (for example, project-, problem-, and inquiry-based learning) have also been adopted in classrooms. However, because students have varying levels of autonomy, it is common that only some of the class can engage in and successfully complete challenging activities. Scaffolding and progressing learner autonomy are linked to developing learner capabilities and enhancing their perceived value in attaining greater autonomy. Therefore, this paper presents a four-quadrant learner autonomy analysis under the perspective of learner capability and value perception to assist instructors in determining the learners’ autonomy level before developing appropriate instructional scaffolding to progress their autonomy to the expected level. A case study of engineering students is presented and discussed.