Teachers' beliefs a!Ject not only their teaching, but also filter new input, suggestingrnsignificant implications for the implementation of educational innovations and teacherrndevelopment.rnThis research assesses teachers ' beliefs of teaching reading and their classroomrnpractices in EFL. A case study of 5 EFL teachers from Hawas Preparatory School inrnAdamo selected purposejiilly and conveniently. One of the data gathering instruments inrnthis case study was a questionnaire that asks the participants' beliefs of teaching readingrnrelated to the classroom practices and how these beliefs influence their classroomrnpractices in teaching reading. In addition to the questionnaire, semi structured interviewsrnwere held to examine their beliefs in detail. Finally, in order to see whether participants 'rnbeliefs of teaching reading matched with their actual practices in their classrooms or not,rnthe participants were observed and recordedrnThe classroom observations as well as the recordings were also examined by Â·thernresearcher, and the data were verified The analysis of responses of participantsrnrecorded classroom observations and interviews were presented qualitatively in thern.findings section and the questionnaire was presented quantitatively though percentage isrnnol preferredrnResults of the study showed that EFL teachers hold their own belief system of leachingrnreading; however their belief was incongruently implemented in the classroom. Finally,rnthe sludy provides some recommendations to the subjects which could help to improverntheir everyday classroom practices to ongoing critical reflection. So, this can help themrn10 be conscious about their belief and motivated to reconcile with their practices tornprovide effective leaching reading.