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The paper begins with a definition of "learner beliefs" - an unknown pedagogical term in Bangladeshi language teaching classrooms and then explains how the Eurocentric/Western concept of learner autonomy influences foreign trained teachers' teaching strategies. It then tries to justify that beliefs are at the core of any learning process. Reviewing expert opinions it tries to prove if teacher/student beliefs fail to converge frustration and dissatisfaction can result and the learners can show clear reluctance in learning a language. The paper also briefly discusses certain cross-cultural issues and visa-a-vi explores how foreign language learning can be challenging. Finally the writer explains how her own traditional beliefs about teacher's roles and responsibilities too have been metamorphosed after receiving higher education in a European university. [ABSTRACT FROM AUTHOR]