Previous research on listening in English as a foreign language setting mainly focused on the students' experiences and skills rather than examining teachers' roles, beliefs, and practices. Exploring teachers' cognitions and practices on teaching listening is key to understanding challenges and tensions in the teaching context and to providing solutions. To address this gap, the current study investigated 4 EFL teachers' beliefs and practices in teaching listening in a primary school via semi-structured interviews, lesson recordings, and artifacts. Findings indicated that there is a mismatch between the teachers' beliefs and actual practices regarding listening pedagogy mainly owing to the limited time and curriculum load. Findings are discussed and implications for teachers and teacher education programs are provided.