The Learning How to Learn (LHTL) Projects study of learning was comprehensive in attempting to explore learning practices from several different perspectives. This paper reports one of these explorations: into the beliefs and attitudes of pupils. This was carried out using questionnaires composed of questions exploring beliefs about, and attitudes towards, a range of practices and issues bearing on the development of pupils' views about learning how to learn. Responses obtained with both Year 5 and Year 8 pupils, and on two occasions for each, provided data which yield an overall picture. These also enabled a detailed look at differences between and within the two age groups, and at the way these change over one year of schooling. Results are presented both for all individual questions, and for two factors distilled from the responses. The factors do not have high reliability, but they do pick out two aspects of pupils' views about learning which show distinctive patterns of difference, both over time in the same schools and between the two factors in the same schools. These patterns differ significantly between individual schools and between the secondary and the primary schools involved. The low correlations found between the responses of the same pupils on different occasions, throw light on the low reliabilities, and may indicate a general difficulty in discerning a structure of beliefs and attitudes amongst young pupils over the broad range of learning practices that comprised LHTL. (Contains 4 tables, 1 figure, and 1 endnote.)