The relationship between teachers' beliefs and practices is generally understood to be a complex one. In recent years the topic of language teachers' beliefs has attracted considerable research interest, mostly in the form of case studies of teachers in particular contexts. A number of such studies focus in part on the relationship between beliefs and practices. Arguing the need to develop the research agenda beyond case studies, this paper reports an interpretive review of a set of studies to explore potential factors (context, teacher experience and planning) in this relationship. The review found that context and constraints appeared to mediate the relationship across situations, and that correspondences between stated beliefs and practices were reported mainly in situations involving experienced teachers and planned aspects of teaching. In light of these findings, areas for further research are suggested. (Contains 2 tables.)