This investigation compared the beliefs about foreign language (FL) learning held by African American students enrolled in elementary courses with those enrolled at the intermediate level. The following research question was addressed: Do African American students at the elementary level have significantly different beliefs from students at the intermediate level? The participants were students enrolled in first- and second-year Spanish courses at a Historically Black College/University (HBCU). The Beliefs about Language Learning Inventory (BALLI) was used for data collection. Elementary-level students' responses were compared to those of the intermediate-level students by independent samples t-tests conducted on the items of the scale. Results showed that level of instruction had significant effects on student views about FL learning. More specifically, second-year students had a higher level of integrative motivation as they placed more value on study abroad; having native instructors, acquaintances, and friends; and practicing with other FL learners. They also exhibited a higher level of instrumental motivation, being more aware than their elementary-level peers of the career benefits of FL study. Finally, second-year students expressed a higher concern for accuracy as well as a preference for early error correction and they were less willing to take risks with the FL. Research and teaching implications are discussed.