Research on pre-service and novice teachers shows that their school learning experiences play a role in developing their pedagogical beliefs. However, whether these experiences continue to influence teachers' beliefs as they become more experienced requires further investigation. This study aimed to examine how the school language learning experiences of four Ecuadorian EFL teachers may still guide their pedagogical beliefs after years of teaching experience and professional development. This qualitative multiple case study collected teachers' school stories via narrative frames and semi-structured interviews. Findings suggested that the participants' positive learning experiences still impact their pedagogical beliefs. Furthermore, their teaching experiences and professional development opportunities were found to play a significant role in reshaping participants' beliefs that were initially framed by their negative learning experiences. Implications for in-service teachers and pre-service language teacher education highlight the value of reflection as a life-long practice.