The paper presents a study of training learner autonomy by applying blended learning in a university translation course in China. In the study, the author has constructed a blended translation course and has conducted a survey to determine the effectiveness of blended learning to improve learner autonomy. The study adopts a triangulation approach with regard to instrument. Quantitative data and qualitative data are collected from 120 juniors, including males and females who have chosen the translation course. Quantitative data are gathered through a questionnaire and a final course evaluation, and qualitative data are obtained from face-to-face interviews with open-ended questions. The study focuses on various aspects: students' view of blended learning to develop learner autonomy, teachers' construction of a blended course, and the influence of blended learning on students' learning responsibility, learning motivation, learning involvement and learning independence. The results show that, the majority of students take blended learning as an effective way to develop learner autonomy; the majority of students are learners of quite high level of learning motivation, learning involvement and learning responsibility, while their learning independence is moderately high, which implies that teachers still play an irreplaceable role even in the blended learning environment.