The purpose of this study was to examine novice EFL teachers' beliefs about teaching and learning, and the relationship between their beliefs and classroom practices. Nine non-native novice EFL teachers teaching at a private university in Northern Cyprus participated in this nine month long study. Data collection consisted of semi-structured interviews, classroom observations, post-lesson reflection forms, and stimulated recall interviews. The findings of the study showed that novice teachers' previous experiences as students' have an impact on the formation of their initial beliefs about teaching and learning. The results also revealed that when teachers became aware of the incongruence between their beliefs and practices, they attempted to align their beliefs more closely with their practices. Lastly, the study found that due to students' expectations, teachers were willing to perform certain practices which were contrary to their beliefs. Recommendations for future research and implications of the findings are discussed.