Abstract
This study has investigated the beliefs of higher secondary level English language teachers and the impact of these beliefs on their classroom practices. The study aimed to examine what beliefs, attitudes, and assumptions L2 teachers at the higher secondary school level in Bangladesh have about L2 teaching and learning. Qualitative research methods were used to collect and analyse data. The findings revealed a regular pattern of consistency between teachers' beliefs and practices. Finally, the study concludes with an argument to develop teacher education programmes that will engage with teachers' inherent belief systems by incorporating reflective practices in the programme methodology.
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