The purpose of the study was the pivotal role of teachers\' beliefs about teaching across gender, students\' perceptions about class participation across gender, and the relationship between teachers\' beliefs and learners\' class participation. The population of this study was 48 language teachers and 408 language learners from 15 language institutes. Three instruments were utilized: self-assessment of class participation checklist (SACPC); open-ended teaching beliefs questionnaire (OTBQ); and observation. A mixed method was used. The findings indicated that male and female’s beliefs inclined to art and among 27 factors of students\' class participation, 7 factors of class participation in males and females showed differently.
