With the growing trend for teaching and learning Mandarin as a second or foreign language in England, it is essential to explore Mandarin teachers in England and their views, beliefs and pedagogical practices in the Mandarin classroom to promote the teaching of Mandarin. Since there is little research focusing on teachers' beliefs and practices regarding teaching Mandarin as a second or foreign language in England, this study aims to explore native and non-native Mandarin teachers' views and beliefs about teaching and learning Mandarin in England, especially in the context of the secondary schools. Three aspects are included in this study: Mandarin teachers' beliefs about teaching Mandarin as a second or foreign language, Mandarin teachers' pedagogical practices in their classrooms, and the influence of teachers' beliefs and pedagogical practices on how students learn Mandarin in class. A conceptual framework of factors influencing Mandarin teachers' beliefs is thus developed in this study in order to examine Mandarin teachers' views and beliefs in the study, based on the studies of Woods (1996) and Borg (2003). Relevant literature around this topic is examined as well. This is a piece of qualitative study. Semi-structured interviews, classroom observations, follow-up interviews and document analysis are the main research methods used in this study. The findings identified shared and differing beliefs among native and non-native Mandarin teachers in England, as well as factors influencing Mandarin teachers' beliefs, Mandarin teachers' pedagogical practices in secondary school classrooms, and the relationships between their practices, their beliefs, and students' engagement in class. This research aims to draw more attention to the understanding of teaching and learning Mandarin in England, as well as contributing to the research about Mandarin teachers and Mandarin teaching in England for the future.