This research aims to examine students' writing autonomy skills and their writing anxiety through use of qualitative and quantitative methods. The research process consisted of two phases. The first phase of the research was carried out with a qualitative method and the second phase through a quantitative method. The working groups held a total of 26 Turkish teachers working at the secondary schools of a province during the fall semester of the 2019-2020 academic year and 280 8th grade students learning at the secondary schools of the same province. The research deployed a semi-structured interview form, the Writing Autonomy Scale and the Writing Anxiety Scale as data collection tools. The MAXQDA 20 qualitative data analysis program was used during qualitative data analysis and the data were analysed through the content analysis technique. The quantitative data was analysed via the SPSS 25.0 package program and various statistical techniques were used during data analysis. The research results revealed that students' writing autonomy status was not considered adequate, they experienced writing anxiety in writing studies, a negative significant relationship was identified across writing autonomy and writing anxiety levels, and that writing anxiety was a significant predictor of writing autonomy.