This article aims to identify the beliefs about the teaching and learning of English as a foreign language of primary school students of a private school in the Littoral region in Benin Republic. Using the focus group technique, eighty-four students are interviewed following the Inventory of Beliefs on the English Language as the basis for the questions. The data from the four focus groups are interpreted with the semantic content analysis technique that allowed for the creation of categories of emerging themes related Englishing language learning, expectations and relevance of the language, and the motivation and anxiety it generates for the participants. The results show the different types of beliefs of the students, those that are closely related to the previous learning experiences that the participants have lived. CE1 and CE2 participants show a more positive vision of the role and usefulness of English in today's society, while CM1 and CM2 students are clearly more critical of the English classes they have had and their negative experiences in language learning.