The present study addresses the differences and similarities between students' beliefs about language learning. Participating students (n = 70) completed the Beliefs About Language Learning Inventory (BALLI) and a demographic information questionnaire. Learning a second language improves learning methods that can be linked later to learn even an extra dialect and it becomes a thousand times less challenging to acquire another language. Learning a second language increases a young person's innovative capacity. He develops self-confidence and is considered great and skilled in Pakistani society. As indicated by the results of our study, a dominant part of the average citizen believes that learning to speak English with a good accent is more important than following its written framework. The students interviewed predominantly believe that one should start learning the second language from early youth, i.e. in the critical period. A common perception is that in the early days the capacity for collection and retention is significantly higher than in adulthood. Many people find it a smart approach to build a sizable vocabulary in the language you are learning. Bilingualism activates your brain, pushes you to think and increases your critical thinking skills. Bilingual students tend to score higher on state-approved tests than monolingual students, particularly in the areas of vocabulary, reading, and science. There are many benefits to learning a second language. Studies have shown that bilingual individuals are better at tasks that require more reliance and centering than monolinguals. Encourage your child to bring together culturally diverse companionship, broader career openings, energizing travel experiences, and a deep insight into how others see the world. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essay Richardson (1996) defined beliefs as psychologically held understandings, premises, or propositions about the world that are held to be true. Beliefs are central constructs in every discipline dealing with human behavior and learning. Beliefs help individuals define and understand the world and themselves and are instrumental in defining behavior. The majority of the population believes that knowing more than one solitary dialect increases the likelihood of obtaining great positions. The competition for employment can be exceptional and it is extremely vital to discover methods to separate yourself from several candidates. Born monolingual countries like the US and UK find the experience of knowing different dialects extremely amazing and this is a noteworthy motivation behind why many Asians are offered jobs there. A case study close to the PC region is that each child learns no less than 3 dialects and at most 5 dialects including the primary language. Consider the case of a Pukhtoon child whose primary language is Pashto. His process of acquiring various dialects starts from the acquisition of Urdu and Hindko from the impact of the general public. English must be learned as part of school educational programs. Thirdly, due to Afghans who have sought refuge in KPK, children in Peshawar are also exposed to Persian. theoretical framework This study uses a combination of combined quantitative and qualitative methods which refers to the mixed method. Using the combination of qualitative and quantitative method allows for a more comprehensive analysis of the research problem(Greene et al., 1989). Many studies have identified the strengths and limitations of mixed research. Migiro and Magangi (2011) assessed that mixed method research could answer broader and more complex research questions. It can also allow for greater understanding that may not be detected when using only one method. However, mixed methods also have limitations: the researcher must learn how to appropriately combine the qualitative and quantitative method, so it takes more time. In this study, a survey method was used to collect data. Considering the research questions, we used a standardized survey (BALLI) aimed at 70 high school students from Super Nova School. Questionnaires are a commonly used tool to investigate language learning beliefs and strategies. However, this method offers several advantages and disadvantages. A large number of responses can be classified using a questionnaire. It can be noted that using a questionnaire is a simpler way to collect data and less invasive of respondents' privacy. However, questionnaires also have limitations. Wenden (1987) stated that the questionnaire cannot articulate participants' cognitive thoughts because it does not allow them to express their beliefs in their own words. Therefore, in this study, we decided to obtain data from a survey method. Data will be collected from the most used questionnaire to investigate learning beliefs and strategies: Horwitz's (1987) Beliefs on Language Learning Inventory. Methodology The Horwitz (1987) Beliefs about Language Learning Inventory (BALLI), a 34-item survey instrument, was used to collect data from high school students studying in a private educational institution in Islamabad. Data analysis using frequency statistics showed that, in general, students recognize the existence of an aptitude for foreign languages ​​and place much emphasis on impeccable pronunciation, vocabulary acquisition, the benefits of practice and an immersive approach to language learning. The majority were highly motivated to acquire English as a second language. It was pleasing to note that a large number of Pakistani students were confident in their ability to learn the language. This study was conducted among the students of SuperNova School, Islamabad. The duration of the study was 2 weeks, i.e. from 1 January 2018 to 15 January 2018. It is a descriptive and cross-sectional study for which the subjects were chosen using a convenient sampling technique. High school students studying in a private educational institution were recruited to participate in the study. All students had the opportunity to be selected into the study according to the random sampling technique used. It is important to note that no exclusion criteria were used. A standardized questionnaire, “Beliefs about Language Learning Inventory,” was used to analyze students' beliefs about second language acquisition. At present, the main data collection instrument used to research students' beliefs about language learning is the 34-item BALLI scale, prepared by Horwitz in 1985 for use in his foreign language teacher training course. This standardized questionnaire, the BALLI, has been widely used in different contexts and cultures to assess students' beliefs. For example, in Iran (Ghobadi & Godaddy, 2011), China (Zhang & Cui, 2010), Hong Kong (Peaccok, 2001), Hungary (Rieger, 2009), Malaysia (Nikitina & Furuoka, 2006), Thailand (Fujiwara,.