This study aims to understand the relationship between teachers’ and students’ beliefs about effective ways of learning English and elucidate whether teachers’ and students’ beliefs are congruent with their self-reported practices in Turkey. Semi-structured interviews were conducted to 5 teachers of English and 6 of their students and qualitative analysis of the interview protocols revealed consistency between their beliefs about effective ways of learning English. On the other hand, teachers and students were in agreement about the disconnection between their beliefs and practices. Although they believe that English should be learned communicatively, they claimed that their current practices solely focus on structural and lexical units of English. Different factors were discussed leading to this mismatch such as the content of university examination, course books, the status of English, overloaded syllabus, etc. and the disconnection between beliefs and practices is reported to be a factor hindering the satisfaction gained from current teaching and learning procedures.