A language learner can progress in an optimal language learning environment. On the other hand, their beliefs affect their pedagogical decisions, which can cause issues. Iran is a multilingual country and the beliefs about multilingualism held by Iranian EFL students have not been addressed sufficiently. Given the importance of the professor’s role in raising students’ awareness of multilingualism and the students’ position as an important part of the educational system, knowledge of the professors’ and learners’ opinions of multilingualism can help improve the planning process, curriculum development, and the whole educational system. In an attempt to contribute to this line of inquiry, the present study provides an account of Arabic and English students and professors’ attitudes regarding multilingualism and its role in language learning. For that purpose, a sample of 16 participants, including 3 English professors and 3 Arabic professors working in the University of Kurdistan and 5 English students and 5 Arabic students studying there, was selected through the purposive sampling technique to provide authentic, trustworthy data used to address the research questions. A semi-structured interview including open-ended questions was used for collecting the data. The method of qualitative content analysis was used to analyze the data. The final results demonstrated positive attitudes towards multilingualism among English professors, English students, and Arabic students, negative attitudes towards multilingualism among Arabic professors, and negative views about the educational policy and the educational curriculum among all of the participants. The findings of this research can provide useful information about the weaknesses and strengths of the educational system and efforts that can be made to eliminate the shortcomings and strengthen the positive points.
