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EFL teachers’ beliefs, a constituent of teacher cognition, influence their instructional practices. In vocabulary teaching, the relationship between teachers’ beliefs and practices has not been much studied so far, so further research in a variety of geographical and educational contexts is necessary to compare findings and observe both established and emerging trends. In this article the researchers analyze two teachers’ vocabulary teaching beliefs and their pedagogical procedures based on data from two different educational settings in Argentina, collected by a questionnaire and classroom observations, and from class materials and the progress tests used in class. Data triangulation allowed insights into the characteristics of both teachers’ vocabulary instruction, whereby the choice and amount of vocabulary taught, the aspects of lexical knowledge promoted, and the teaching and assessment techniques deployed revealed different degrees of coincidence with the stated beliefs. Results are in line with studies conducted in other geographical contexts and provide further evidence for the influence of the context of the lesson and the class on teachers’ decisions.

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