The number of English language learners (ELLs) in U.S. schools has increased dramatically over the past two decades. As a result, general education teachers are finding ELLs in their classrooms with increasing frequency. Given the fact that teachers' perceptions and judgments of students' ability to learn are filtered through their beliefs, it is imperative for educational researchers to examine teachers' beliefs about ELLs. This critical review of empirical literature on general education teachers' beliefs about ELLs sought to synthesize what is known about the nature of these beliefs and suggest ways to address teacher beliefs in teacher preparation.