Teachers’ pedagogical beliefs and their influence on grammar instruction has long been a controversial issue. For the present study a sample of Caribbean university instructors (n=10) of foreign language were consulted through questionnaires and open-ended interviews to investigate potential links between their fundamental pedagogical beliefs and the teaching strategies they chose to apply as they taught undergraduate students of a foreign language. The mixed-method findings suggest a correlation between the lecturers’ perceptions of communicative principles and the methods and strategies they implement while teaching grammar in a foreign language. In addition, their perceptions of knowledge of the grammar were found to influence their teaching style.