Abstract: This study addresses matches in beliefs between Georgian English learners and teachers and relationships among beliefs and overall language and grammar achievement, exploring the underlying reasons behind beliefs. Utilizing a mixed-method design, the researcher collected data through student/teacher questionnaires, evaluation inventories, observations, interviews, and course-book analyses. Participants included 30 teachers and 40 students. Findings suggested that the overwhelming majority of participants endorsed grammar's significance, considering knowledge of L1 grammar and learning of L2 grammar prerequisites to language learning. Contradicting suggested program course-books and goals, most teachers/students championed traditional ways of teaching/learning grammar. In addition, unlike the nonmatching group, students in the matching group had higher grammar grades than their overall grades. Testing and observation data indicated that neither matches nor mismatches in beliefs seemed to contribute to overall language achievement.