This study aims to analyze the beliefs and conceptions of teachers about the problem resolution (PR) for teaching and learning of differential and integral calculus in the training of mathematics teachers. The beliefs are conceptions of university mathematics teachers are organizers that include mental images materialized in the development of their classes and perceptions about their educational practice. The approach is qualitative interpretive and the method used by ethnography, through a case study. The results allow us to conclude that the teachers' conceptions of PR are due to a teaching model.