This paper is a qualitative case research study whose aim was to investigate the beliefs that a group of professors of the Language Center have about evaluation. Data was gathered from semi structured interviews and in class observation. Content analysis was used to analyze the data obtained from the techniques applied in this investigation task. After that, a triangulation was made among the informa­tion found in the applied instruments and the theory. From the information collected it was found that there exist a partial coincidence between formative evaluation and summa­tive evaluation. Whereas, regarding the lin­guistic-pedagogical beliefs utilized by most of the professors, it was found that there is a tendency to evaluate in written form although oral evaluation is not discarded. Professors’ privilege in their evaluation some skills like: listening comprehension, oral interaction and writing. Reading comprehension was absent from their practices.Besides, it was also found that professors continue using traditional eva­luation.