Introduction: Foreign language learners also often hold different beliefs or notions about language learning (Horwitz 1987), and existing research suggests that learner beliefs have the potential to influence both their experiences and actions as language learners. Method: This paper reports on a study which investigated the language learning beliefs of a group of pre-service EFL (English as a Foreign Language) teachers with regard to gender. Participants were 118 pre-service EFL teachers (45 male and 73 female), who completed Horwitz's Beliefs About Language Learning Inventory (BALLI). Results: In the BALLI inventory, participants scored highest for the "motivations and expectations to learn a language" factor. The results show a strong relationship between variables. Results of the ANOVA procedure to determine gender-related differences indicated no significant differences among males and females. Discussion: The findings of this study provide insight into their beliefs about what is most important in learning English as a foreign language. They said it was "motivations and expectations to learn". Secondly, it provided insight into the interrelations between belief factors: they were all interrelated. Thirdly, it provided insight into the relationships between belief factors and gender: no significant difference was found. (Contains 8 tables.)