Beliefs, a complex web of multifaceteddimensions, have a tremendous impact on the expectationslearners hold and the learning actions they take. Learnersof English as a foreign language (EFL) hold differentpreconceptions and sometimes misconceptions about lan-guage and language learning that may influence theirlearning experience negatively. Despite the abundance ofmany studies that investigated EFL learners’ beliefs, thereis a paucity of studies on discipline-specific learner beliefs.Therefore, this study investigates prospective EFL teach-ers’ beliefs about EFL learning using a 40-item revisedversion of the beliefs about language learning inventory ona sample of 200 (75 males and 125 females) who representthe four-year program they are enrolled in and three pro-ficiency levels (low, intermediate, and advanced). Resultsindicate that the beliefs of motivation are the strongest,while those associated with the difficulty of languagelearning are the weakest. Additionally, the findings supportdifferences associated with gender, proficiency level, andacademic yea

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• Prospective EFL Teachers: What Language Learning Beliefs DoThey Hold?