The present dissertation is a qualitative case study that explores the beliefs of students and teachers in the Confucius Classroom about Mandarin Chinese learning in a school in Bogota. The main objective is to determine the outstanding beliefs of students and teachers about Mandarin Chinese learning in this context, to describe them, and to contrast them in order to provide suggestions for a pedagogical contribution in the Confucius Classroom of the Gimnasio Campestre Reino Britanico (GCRB) school. The theoretical framework that guided the research includes the concepts of belief (Pajares,1992; Diez,2017; Arnett, 2007; Torres,2017), beliefs in language learning (Davis,2003; Sun,2011; Horwitz,2007; Graves,2000), motivation in language learning (Gardner,1985; Dornyei,1998) and the cultural component in foreign language learning (Sapir and Whorf,1956; Hao,2019; Bennett, Bennett & Allen,2003). In order to achieve these objectives, two data collection instruments were employed: a questionnaire and an interview. The data analysis from this research showed that both Mandarin Chinese students and teachers hold individual and collective beliefs, which reflect their opinions and judgments. On the one hand, students express their difficulties in the four language skills, their personal study strategies, and their interest in Chinese culture, which makes them feel more motivated to learn the language. On the other hand, teachers express their beliefs regarding the importance of using the right methods in teaching, the significance of the cultural component, and the discipline and dedication to the Sino-Tibetan language. When the beliefs of the participants were contrasted, differences and similarities between those of the students and those of the teachers were found, which allowed to bring out aspects to be preserved and improved in this specific context. It can be concluded that a constant and active revision of the beliefs of the participants regarding Mandarin Chinese learning can influence the practices and attitudes towards the language, the culture, and its speakers, besides contributing to the appropriate pedagogical strategies for learning this language.