The similarities and dissimilarities between teachers' and students' conceptions of language learning were addressed through a questionnaire survey concerning the nature and methods of language learning. The results indicate points of congruence between teachers' and students' beliefs about language learning in respect of eight main areas. Teachers and students differed in their beliefs in four areas, with students believing much more strongly than their teachers that: (1) the earlier a second language is introduced in schools, the greater the likelihood of success in learning; (2) teachers should present grammatical rules one at a time and students should practise examples of each one before going onto another; (3) students' errors should be corrected as soon as they are made in order to prevent the formation of bad habits; and (4) teachers should use materials that expose students only to those language structures that they have already been taught. Implications are drawn both for teachers and students of second language learning. (Contains 3 tables.)