Grammar teaching is a highly researched area within applied linguistics. Views on what is effective when dealing with grammar shift from approach to approach. Since language teaching is a complex field, research and classroom practice have both challenged commonly held conceptions of what is effective. In fact, methods in English language teaching (ELT) respond to finding what was best in the classroom in accordance to research. Therefore, due to the complexity of grammar and its pedagogy, teachers constantly adopt instructional practices aligned to their beliefs about language learning and teaching. This research analyzes the case of how 5 Dominican teachers address grammar in their contexts, and the results of a survey to 55 teachers about their beliefs on grammar teaching. Research findings suggest that language educators in the Dominican Republic align to traditional practices in grammar teaching, and that teachers' cognition on grammar reflects a limited understanding of the link between grammar accuracy and communicative fluency, resulting in rule-based teaching. Lastly, the study ends with a series of recommendations which may prove helpful to curriculum designers, administrators, and teachers in general.