In recent years, quite a few studies have dealt with an issue of how learners autonomously learn, and the effect of an electronic version of portfolio (e-portfolio) on learner autonomy. Nevertheless, the number of studies that highlights the relationship between learner autonomy and their attitude towards e-portfolio seems to be limited. The purpose of the present study was to investigate the correlation between the university students’ learner autonomy and their attitude towards the e-portfolio, and the students’ assessment on the e-portfolio in terms of the improvement of their learner autonomy. The participants were first-year university students who took a general English course at a private university in Tokyo. The online surveys were administered at three points in a year while semi-structured interviews were also conducted twice in the same year. The participants were asked to use the e-portfolio that was shared with the teacher during the experimental year. The survey data was analyzed by the SPSS software, and the Pearson correlation coefficient. The results showed that there was a strongly positive correlation between the level of learner autonomy and their attitude towards e-portfolio, which indicates that students who are more autonomous tend to possess a positive attitude towards the e-portfolio.