This study investigated: (1) the causes and effects of Chinese students' beliefs about foreign language learning; (2) mismatches between teachers' and students' beliefs; and (3) how teachers' and students' beliefs compare across cultures. Subjects were 23 Chinese and English teachers of English as a Foreign Language (EFL) and 224 EFL university students in South Taiwan. Data were drawn from student grades and a questionnaire consisting of scales for motivation for English learning, beliefs about foreign language learning, language learning strategies, and language classroom anxiety. Analysis of results indicates that in language learning, females used more cognitive strategies to manipulate the target language and tended to achieve at a higher level. Good language learners were less anxious, spent more effort, regarded the foreign language as less difficult, and used more language learning strategies. Factors affecting student beliefs include attitudes toward English learning and the use of language learning strategies. Students' beliefs affected their motivation, attitudes, motivational intensity, strategy use, anxiety, and English achievement. Chinese students and teachers shared beliefs about children's superiority, advantage of previous language experience, language difficulty, language aptitude, and need for practice. Differences were found between Chinese and American teachers. Contains 22 references. (MSE)