This article is the result of descriptive research which seeks to characterize the pedagogical practice of the professors in inferential statistics of the Business Administration, Psychology and Industrial Engineering majors of the Pontificia Universidad Javeriana in Cali.The information sources were constructed by the professors of the courses and their respective students. For the recovery of data, semi-structured interviews, student questionnaires, class observation and institutional documents were used. Data corresponding to each professor was condensed in a general double entry template, consisting of pedagogical categories, indicators of most interest for study, and information sources. Based on this template, a matrix was designed with the following educational categories: planning, execution and evaluation, which corresponded to the rows, and the pedagogical factors: objectives, contents, pedagogical strategies and evaluation of learning, to the columns. This matrix facilitated the analysis and conceptualization of the pedagogical practice of each professor. From the discussion and analysis of the results it was found that the pedagogical practice of the three professors is influenced by institutional policies and the style of the professor. Each practice, in turn, possesses clear elements which are characteristic of models which are traditional, transmissionist, and behaviourist, and to a lesser extent self-structuring. It is therefore recognized that the professors are not immersed in only one pedagogical model, but that their practice contains characteristics of different models.