This baseline study aimed to probe whether students' general language learning beliefs about the importance of skills and sub-skills and beliefs about ISLTE (Iranian School-leaving Test of English) test preparation or beliefs about one learning situation are consistent or reshaped by the other situation. Semi-structured interviews were conducted with ten female high school students in their third grade across the two situations of both FLL and ISLTE. The interviews were transcribed and subjected to Atlas.ti (5) software for coding and inconsistency was estimated as an indication of change in students' beliefs. The results showed some changes in students' beliefs in terms of grammar, translation, pronunciation, memorization, practice and repetition, speaking English, speaking and listening compared to reading and writing. On average, there was 35% inconsistency in the students' beliefs. However, the results indicated no significant change, across the two situations, in students' beliefs about the importance of learning vocabulary, guessing, and memorization. The study also showed that students held mainly non-communicative beliefs about language learning.
