This study sought to measure the effect of using augmented reality (AR) on developing language learning. It also explored teachers' perceptions about the use of augmented reality in general, and its effect on students' autonomy. A quasi-experimental research design using a pre-test and a post-test with control and experimental groups was followed to measure the effect of using augmented reality on elementary students' language learning. Further, two questionnaires were designed to explore EFL teachers' perceptions about AR, and its effect on students' autonomy. The sample consisted of 72 Saudi EFL elementary students and 80 EFL teachers. The results revealed that the use of augmented reality enhanced EFL students' language learning significantly. The results also showed that teachers perceived AR technology as valuable and effective. They acknowledged its multiple benefits for EFL elementary students. It enabled better learning of essential skills, increased students' motivation and positive attitudes, and fostered students' autonomy. It is expected that these findings will help learners, teachers, curriculum developers, and administrators.