Research on beliefs about second language learning based on a model designed by Elaine Horwitz is reviewed. The model is incorporated in the Beliefs About Language Learning Inventory (BALLI) developed for students of English as a Second Language, college students of commonly taught languages (French, German, Spanish), and college teachers of commonly taught languages. Creation of the BALLI is chronicled, with attention to the development of themes (foreign language aptitude, difficulty of language learning, nature of language learning, appropriate language learning strategies), sampling, and limitations. Related studies based on this model are then reviewed. It is concluded that development of the BALLI marked the beginning of systematic research on student beliefs about language learning, and that subsequent research has identified common beliefs that should influence language instruction, curriculum development, textbook writing, and program planning. Research focuses primarily on commonly taught languages, and a wider language sampling is recommended for further research. Appended materials include the BALLI instrument and charts indicating the original research components and expansions and the characteristics of later studies using this model. Contains 22 references. (MSE)