A study investigated the beliefs about second language learning among nine students of English as a Second Language (all female), and their teacher at Queen Arwa University (Yemen). The survey instrument consisted of five demographic statements and 47 statements concerning language learning in a Likert-type scaled response format. Results indicate students and teacher generally agreed that: repetition/practice and time on task are critical to language learning; it is easier for children than adults to learn second languages; they (as individuals) have language aptitude; second languages are learned best in the target foreign country; some languages are easier to learn than others; and they would like to know native speakers better. Strongest disagreement was with statements that: those good at math and science are not good at languages; a speaker should not use the foreign language until proficient; and listening requires knowing all the words. A significant differences between student and teacher responses was found to the statement that it is easier to read and write in English than to speak and understand it. Statistically non- significant differences were found with statements about error correction, future use of English, and goals in studying English. Implications for instruction are discussed. Contains 18 references. (MSE)