With the increasing emphasis on students’ role in the learning process, self-regulation has become the focus of educational psychology. As far as EFL is concerned, there is ample evidence that self-regulated learning is an effective learning approach to promote students’ ownership and control of their learning. Yet, the successful development of this process depends on many factors among which attitudes and beliefs play a prominent role. In this concern, little research has been devoted to investigate students’ attitudes about self-regulation and how their beliefs may promote or hinder the development of self-regulatory skills and competences. Similarly, teachers’ attitudes are not of less importance. Although self-regulated learning is conceived as a personal learning approach, teachers have a prominent role in developing students’ skills in regulating aspects of their learning especially novice learners. So, how teachers view this process also deserves attention.  A central question to this study is how students and teachers perceive self-regulated learning and how their beliefs affect the development of this process. To explore these attitudes and beliefs, we collect data through questionnaires administered to EFL students and teachers at the University of Bejaia, Algeria. The results permitted us to frame self-regulated learning from both students’ and teachers’ perspectives and then match between these attitudes to suggest practical ways to raise awareness about the value of self-regulation and develop students’ competences