Beliefs about language learning are considered key for success in language learning. These beliefs can be shaped by contextual factors (Amuzie & Winke, 2009; Dole & Sinatra, 1994; Negueruela-Azarola, 2011). This paper explores the beliefs about language learning of Thai secondary school students in two educational contexts: in the so-called English programs and in the regular Thai public programs. Responses were gathered from 458 twelfth-grade students in six schools that offered both programs, and the data were collected using an adapted Thai version of BALLI 2.0 (Horwitz, 2012). The findings revealed differences in beliefs among students in the English program and those in the regular program. The English program students who have more exposure to English were found to have more facilitative beliefs about language learning than those in the regular program who have limited exposure to English. A higher number of English program students showed beliefs that are supportive of autonomous learning such as seeing the importance of practicing in various means and learning from various resources. They also believed that they could find online learning resources for self-practice. They tended to focus on the mastery of speaking skills because they believed it could lead to career opportunities. They wanted to be good at speaking English and believed that they would do very well. The best place to learn English was believed to be in an ESL environment.