The field of Second Language Acquisition (SLA) has increasingly emphasized the importance of learner autonomy and self-regulated learning (SRL) in facilitating deeply effective language acquisition. Recognizing that successful language learning depends not only on instructional methods but also on learners’ ability to independently manage their learning processes, this study explored the strategies employed by Iranian pre-service teachers to foster SRL among EFL learners in Iranian high schools. Using a qualitative and exploratory research design, semi-structured interviews were conducted with 30 pre-service teachers from Iran. The findings revealed that Iranian pre-service teachers enhanced learner autonomy through goal setting, reflection, and the creation of independent and supportive learning environments. This underscores the historical and continuing importance of integrating SRL-focused training into teacher education programs, which are crucial for effective and sustainable EFL instruction. The development of these strategies has the potential to significantly benefit both teachers and learners, promoting a learner-centered, autonomous approach to language learning.