Learners' and teachers' beliefs about language learning can affect the effectiveness of the language learning process. However, the number of research on exploring the effects of teacher beliefs are limited. The present study aimed at identifying English preparatory school students' and teachers' beliefs about language learning and exploring the effects of teachers' beliefs on learner beliefs. Beliefs about Language Learning Inventory (BALLI), a student interview and a teacher interview were used to gather data. The results indicated that teacher beliefs and practices can exert an impact on learner beliefs and learner beliefs tend to approximate to teacher beliefs during the intensive English instruction.