This paper presents the findings of a study to explore pre-service teachers' beliefs about learning English and the stability of these beliefs over time. Participants were 25 pre-service teachers (11 males, 14 females) enrolled in a Bachelor of Education (TESL) programme. The Horwitz (1987) Beliefs about Language Learning Inventory (BALLI), a 34-item survey instrument, was used to collect data at the beginning of the second semester of Year One of their degree programme and also fourteen months later. Data analysis using frequency statistics showed that generally, pre-service teachers recognized the existence of foreign language aptitude and placed strong emphasis on excellent pronunciation, vocabulary acquisition, the benefits of practice, and an immersion approach to language learning. Most of them reported of being highly motivated to learn English and were positive about their ability to master the language. The findings also revealed that with the exception of slight change (ranging from 4% to 20%) to two items on language learning difficulty and six items on nature of language learning, most of their beliefs were stable over time. (Contains 7 tables.)