Previous studies have shown that students’ achievements may affect teachers’ beliefs and practices. However, there is still a need for research to better understand the influence of students’ achievements on beliefs, practices, and the relationship between beliefs and practices. In this study at hand, we asked three Indonesian teachers to answer an instrument taking into account students’ achievements to investigate the influence and then conducted interviews and lesson observations for further exploration. The results show that the effect of students’ achievements on teachers’ beliefs is that teachers may have different beliefs about teaching and learning in different contexts of students’ achievements. The effect on teachers’ practices can be seen before as well as in the middle of practices. On the interrelation between beliefs and practices, in one context, students’ achievements may strengthen the influence of teachers’ beliefs about mathematics in their practices, but, in the other context, students’ achievements may cause teachers’ beliefs about mathematics not to correspond well with their practices. The implication of this research is further discussed.
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