This research investigates the beliefs of LLM students about their role and responsibility, as well asthe role and responsibility of their teachers, in the process of learning the French language. The main objective was to identify and define those beliefs, since responsibility and role are two fundamental principles in this learning process. According to Argyris and Schon (quoted in Zhong, 2010), human beings act according to their own beliefs and therefore autonomous learning is also ruled by these. In that sense, Cotterall and Hortwitz (quoted in Kehrwald, 2005) add that erroneous beliefs lead to less effective strategies for learning. The theoretical basis that guided the research includes the concepts of autonomy, role, responsibility and beliefs in autonomous learning. The beliefs were collected through a questionnaire made up of open questions and three Likert scales, followed by a semi-structured interview to deepen some aspects of our research. The results also show that the majority of students attribute to the teacher, to a large extent, the technical aspects of their learning, such as the identification of learning objectives and purposes, the selection of topics, learning activities and resources. Another large part of the students accepts to some extent the responsibility to reflect and evaluate their learning and accept, to a large extent, the responsibility to maintain their interest and motivation in the learning.