This qualitative and ethnographic study was carried out within the context of a Foreign Language Project implemented in the Municipal Primary Schools of a small city in the state of São Paulo State. This research aimed at investigating the implicit and explicit views of the evaluation proposed by the coursebook in use. This work also aimed at researching into the relationship between such views and the beliefs of the teachers involved in such evaluation process. The theoretical framework includes reference to the communicative (Almeida Filho, 1993, 2005) and socio-interactionist principles (Vygotsky, 1978, 1998, 2001) applied to the concept of beliefs (Barcelos, 1995, 2004a, b; Silva, 2005), as well as on constructs related to testing and assessment (Scaramucci, 1997, 2004) as far as Primary English teaching is concerned (Cameron, 2001).