This study described the language learning beliefs and English culture anxieties of students in public elementary schools in Tarragona District, Division of Davao Oriental. Using a non-experimental quantitative research design with a correlational method, the study aimed to examine the relationship between students’ language learning beliefs and their English culture anxieties. The respondents were 135 teachers from public elementary schools, selected through universal sampling, who evaluated their students’ language learning beliefs and English culture anxieties. Data analysis employed the mean, Pearson Product-Moment Correlation (r), and regression analysis. The findings revealed that, as evaluated by the teachers, students exhibited a high degree of language learning beliefs across domains such as foreign language aptitude, difficulty in language learning, nature of language learning, communication strategies, and language learning motivation. Meanwhile, students’ English culture anxieties were manifested at a moderate level in terms of communication anxiety, test anxiety, and evaluation. Furthermore, the study found a significant positive relationship between students’ language learning beliefs and their English culture anxieties. Regression analysis also indicated that the domains of language learning beliefs significantly influence students’ English culture anxieties. Based on these findings, it is recommended that public school teachers participate in language conferences and professional development programs organized by the Department of Education. Such interventions may enhance teachers’ capacity to support language learners effectively, improve instructional practices, and foster healthier academic experiences for students, ultimately strengthening both language proficiency and classroom engagement.