The purpose of this study is finding out what beliefs about language learning do pre-service and in-service English language teachers have, and whether there are any differences between their beliefs. This study adopts both quantitative and qualitative approaches to investigating beliefs about language learning. In the study, a self-report questionnaire (BALLI) and a semi-structured interview are utilized. It is concluded that changes in certain beliefs take place between the first year to the fourth year pre-service EFL teachers and these changes can be attributed to the four year teacher education program they are engaged in. It is also concluded that language teaching experience also creates a difference in beliefs about language learning of pre-service and in-service EFL teachers.Keywords: Beliefs, pre-service EFL teachers, in-service EFL teachers