Research on foreign language learning has determined that there may be myths or misconceptions about how people learn languages (McLaughlin: 1985). Teachers need to be aware of research findings and perhaps reconsider previously established ways of thinking. The objective of this inquiry is to learn whether or not certain important issues in the area of foreign language learning might be considered misconceptions. The methodology consists of bibliographical research on commonly held beliefs about learning a foreign language. Field work was carried out by class observation of two English beginners groups in order to study five postulates. First: Children learn a foreign language quickly and easily. Second: The younger the child, the more able to acquire a language. Third: The more involved the students are in a foreign language context, the quicker they learn. Fourth: Children have acquired a foreign language once they can speak it. Fifth: All children learn a second language in the same way. One group was composed of children, and the other of adolescents and adults. Finally, there is a compilation of the information with correspondent interpretation and analysis. The findings weigh probation of the postulates and/or the possibility that they are likely misconceptions. This work may be useful for instructors, syllabus designers, students and institutions in general.