This thesis investigated Croatian and Spanish EFL learners’ beliefs about English language learning, with a focus on learner beliefs about grammar. The first part of the thesis discusses the educational contexts of Croatia and Spain and presents a brief historical overview of English language teaching methods. The theoretical part also includes the most crucial developments in foreign language grammar teaching and an overview of learner beliefs definitions. The theoretical part concludes with a summary of relevant studies. The second part of the thesis describes the research into learner beliefs. A total of 200 Croatian and 200 Spanish primary- and secondary-school learners aged 12 to 18 participated in the study. The aims of the study were to investigate and compare beliefs of Croatian and Spanish EFL learners about the English language with a special emphasis on grammar. Quantitative analysis results revealed that although from distinct learner backgrounds and EFL contexts, Croatian and Spanish learners shared the same beliefs about the importance of the English language by perceiving it as today’s most important language. The results revealed significant differences between Croatian and Spanish learners’ beliefs about grammar. More specifically, the main findings suggest that Spanish learners value grammar more than Croatian learners. In general, Spanish learners preferred learning grammar in context and with the help of authentic texts and real-life tasks, while Croatian learners did not have a strong preference for one specific set of grammar teaching and learning techniques and strategies. Themes that emerged from the qualitative data indicate that both groups of learners regarded grammar as difficult and boring, yet necessary in the overall language learning process. The thesis concludes with the pedagogical implications, limitations of the present study and suggestions for future similar studies.