<![CDATA[This study explored the pedagogical approaches English as a Foreign Language (EFL) teachers use to support students' transition toward autonomous reading in senior secondary schools in Jakarta, Indonesia. Thirteen EFL teachers, consisting of eight females and five males aged twenty-nine to forty-eight, participated in this qualitative multiple case study. Data were collected through semi-structured interviews and document analysis of lesson plans, reading tasks, and reflective journals. The data were analyzed manually using thematic analysis to identify recurring patterns and meanings. Four major approaches emerged: gradual scaffolding from guided to independent reading; strategic instruction to develop metacognition; motivational, supportive classroom environments; and teacher modeling combined with collaborative peer learning. The findings showed that teachers supported reading autonomy by gradually transferring responsibility to students, building awareness of reading processes, strengthening motivation and choice, and using modeling and peer interaction to prepare students for independent reading. The findings imply that teacher education, curriculum design, and classroom practice should support planned, reflective, and context-sensitive approaches that balance teacher guidance with increasing learner responsibility and promote sustained autonomous reading practices.]]>
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