The goal of this study was to see if language learning beliefs had a mediation influence on students language anxiety in relation to teaching style. In this case, a descriptive correlational survey was used as part of a quantitative research project. It was conducted with 332 research participants at a private institution in Digos City. Adapted questionnaires from Grasha’s Teaching Styles Inventory (2002), Horwitz’s (1987) Beliefs About Language Learning Inventory (BALLI), and Foreign Language Classroom Anxiety were the three instruments used in this study. Horwitz, Horwitz, and Cope are the three levels of the FLCAS scale (1986). The Google survey form was utilized to facilitate the investigation. In the data analysis, the mean, regression analysis, Pearson r, and the Sobel z-test were used. As a result of this research, it has been determined that there is a very high level in each teaching style. Moderate level of anxiety in the Filipino language and high level of belief in language learning. In addition, the variables in this study show a significant correlation. Thus, as a result of the significant correlation of each variable, it was found that there was a full mediation of the effect on language learning beliefs in the correlation of teaching styles and students’ language anxiety.