In this paper, we explore beliefs about teaching and learning held by 27 Namibian 11th graders (ages 16 to 18) experiencing difficulties in learning mathematics. Namibia's education system and its people's access to mathematics has suffered throughout years of colonization and apartheid. Namibia has made significant strides to create access and improve learning experiences. Its complex history provides a powerful context for exploring the beliefs and experiences of learners who persist despite experiencing difficulties. This research focuses specifically on learners experiencing mathematical difficulties, as the equity concerns of mathematics for these students are exacerbated through their experienced difficulties. While research on beliefs in mathematics education has been steadily growing, scant research has been conducted on the beliefs of learners experiencing persistent mathematics difficulties. Mathematics is recognized as a barrier to accessing higher education opportunities, and this research makes an important contribution to understanding the beliefs and resilience of Namibian learners experiencing mathematics difficulties. Understanding the beliefs and experiences of learners who continue to persist through their experienced difficulties can provide important insight into how to help and support all learners. The participants in this study shared their beliefs regarding experiences that would help them persist in their mathematics learning and their beliefs regarding systemic aspects of the Namibian schooling system.