The current study aims to clarify the autonomy levels of the students taught English Composition through asynchronous distance education which refers to the separation of learners and instructors both in terms of place and time. The data collection process was conducted at a public university in Georgia, USA. 40 students taking online English Composition Course as a core class were included in this study. In order to collect data, two different online surveys were used; one of them was implemented to the instructors and the other one to the students. The aim of the survey implemented to the instructors was to clarify their profile and the details of their teaching through asynchronous distance education. On the other hand, the student survey was to reveal students' autonomy levels in an asynchronous distance education process provided through frequent instructor and student involvement. The results obtained from the student surveys revealed that most of the students were able to run their learning process in an effective way in an asynchronous distance education process.