This article aims to discuss ten beliefs that teachers hold about second language (L2) learning and to relate these to relevant theories and approaches in the field of second language acquisition (SLA). It is especially written for L2 teachers who would like to know more about theoretical approaches that seek to explain L2 learning. Preliminary responses to L2 learning beliefs from L2 teachers and some L2 English learner reflections are used to guide the discussion of these beliefs.