Research studies conducted in relation to the ESL / EFL teaching have indicated that learners’ beliefs or notions about second / foreign language learning show variations depending on their individual differences. Their previous experiences  as language learners or their own cultural backgrounds are often reported to play a significant role in shaping these beliefs. Taking into consideration the significant impact these variables have on language learning, this longitudinal study aims to highlight the relationship between Turkish EFL learners’ beliefs about language learning, language learning strategies, language learning aims and their language learning priorities at different grade levels. Moreover, it sets out to address the potential changes in the learners’ attitudes towards the aforementioned variables in line with the changes in their grade levels. It is expected that the findings of the study will shed light on the relationship between EFL learners’ beliefs and their learning strategies and provide guidelines for teachers as to the selection of the teaching strategies appropriate to their audience and the development of their syllabi and for the materials developers to prepare language materials.