This article reports the results of a qualitative case study research design whose aim was to identify in service English teachers’ beliefs about language teaching and how these are related with their teaching practice at public schools in Montería. This study involved five in service English teachers from five different public high schools in Monteria (Colombia).The data collection procedures used were: interviews and recorded observations.Results revealed that in service English teachers have different beliefs related to their methodology, the cultural context, and the way they evaluate. Some sources of those beliefs were confirmed with the theory and in the same way the coherence between what teachers said to believe and their teaching practice was contrasted.