This paper contains the description of a research project that was carried out in the Bachelor of Arts in English Language Teaching program at a Mexican university. The study was longitudinal and it tracked fourteen students for four semesters of the eight semester program. The aim was to identify pre-service teachers' beliefs about English language teaching and learning at different stages of instruction while they were taking the teaching practice courses in the program. The instruments employed were questionnaires and semi-structured interviews. The results demonstrated that students made links between theory and practice creating some changes in previous beliefs. The study revealed an increase of awareness and a better understanding of the complex processes involved in teaching and learning.