This qualitative study investigated the perceptions of Omani English language teachers, MOE officials, and policy texts about teacher autonomy in the Omani ELT context and the ideologies informing them. In addition, it sought to reveal the discursive practices of different agencies in shaping and promoting teacher autonomy in Oman. The study utilized semi-structured interviews to obtain data from three senior teachers, two supervisors, and two teacher trainers. Further, this study obtained data from a focus group consisting of six teachers, and a deep analysis of four policy texts produced by the MOE. To analyze the data, a combination of Critical Discourse Analysis (CDA) and Critical Thematic Analysis (CTA) was utilized to reveal the power relations and discourse dominance concerning teacher autonomy. The findings revealed that there are two competing discourses of teacher autonomy, one being imposed by the MOE using discursive power and is informed by managerial professionalism, while the other is informed by democratic professionalism and is promoted by teachers. Furthermore, the results uncovered that the MOE language teaching policies are issued according to the neoliberal goals of the Omani government. The MOE uses policy texts to introduce legislation and reproduce dominance over the discourse about teacher autonomy and instructs officials to normalize this dominance. The results also indicated that the MOE restricted teachers’ autonomy by imposing a rigid and centralized curriculum that teachers are mandated to abide by. Another finding suggested that teachers are aware of the MOE’s excluding practices and counter them by adopting humanistic values. English teachers attempted to overcome structural restrictions imposed on their autonomy by establishing communities of practice and promoting humanism. Based on the results yielded by this study, further implications and recommendations for future practice were proposed.