Understanding both teachers` and students` beliefs about grammar learning and error correction is very important for effective learning and teaching. Therefore, this study investigated the opinions of English teachers and students about grammar learning and error correction. A total of 233 participants (teachers 28 vs. students 205) at Korean high schools in Korea completed a questionnaire for the purpose of the study. The finding showed that students perceived grammar and accuracy more importantly than teachers, while Korean teachers valued mechanical practice and output-based instruction in teaching grammar. In addition, there were significant differences in grammar learning and error correction within groups of both teachers and students in terms of grade, gender, and proficiency. The pedagogical implications will be discussed at the conclusion.