This study investigated preservice foreign language teachers' preconceived ideas about language learning and teaching. Surveys were administered at the beginning and the end of two foreign language methods courses at different universities. Data analysis indicated that while many of the respondents' beliefs remained consistent throughout the methods course, some changed significantly due to the ideas presented and discussed in class. Beliefs that changed were related to such statements as: student motivation to continue language study directly relates to success in actually learning to speak that language; language learning ability is innate; it is important to repeat and practice a lot; and the inclusion of cultural material in second language courses increases student motivation to learn and speak the language. Beliefs that remained constant related to such statements as: it is important for students to learn rules of grammar; the teacher should always require that the response in the target language be linguistically perfect; simulated real life situations should be used to teach conversation skills; the ability to exchange ideas in a spontaneous context requires skills beyond a knowledge of linguistic structures; and language learning should be fun. (Contains 13 references.) (SM)