The Teaching Practicum of the Major in Modern Languages at Pontificia Universidad Javeriana is a space in which three factors: practice, reflection, and knowledge come together to train pre-service teachers in a professional environment. Said factors create accountability for the beliefs about language teaching held by the participants of the Teaching Practicum: pre-service teachers, cooperative teachers, and pedagogical guides. In order to understand what is believed about language teaching and about the Teaching Practicum this exploratory-descriptive ethnography sought to identify beliefs (understood as a theoretical construct) by means of three instruments: a focus group composed of eight pre-service teachers, interviews applied to three cooperative teachers and two pedagogical guides, and an online blog in which fourteen pre-service teachers participated. The questions laid out in these different data collecting mechanisms elicited beliefs that were classified in two different ways: firstly, beliefs were classified both based on the participants (pre-service teachers, cooperative teachers, and pedagogical guides) and on their nature (affective-laden beliefs, cognitive-laden beliefs, or experience-laden beliefs). Secondly, beliefs were grouped based on specific points of convergence about the teaching profession (expectations and responsibilities, teaching styles and strategies, role performance, challenges, and training y formation.) When contrasting the beliefs that the different actors of the Teaching Practicum create, similarities were found in terms of what is believed to be beneficial and rewarding of the 6 Beliefs about the teaching practicum of pre-service language teachers from the Bachelor of Education at Pontificia Universidad Javeriana of Bogota experience, on the challenges that the process poses, and on what is expected of each role that takes place in it. Complementing points of view were found in terms of what is believed to be a proper teaching style and strategy implementation, and what performing the role of a teacher entails. The implications of these findings can be understood greatly as positive feedback for the Major in Modern languages for shaping and training well-prepared pre-service teachers, and recommendations for improving the process made by all actors that take part in it.