There are limited data available on how the socio-economic neighborhood of a secondary school affect teachers' beliefs about evaluation and how they influence both the teaching and learning processes in secondary schools. This this research is set out to explore such an issue through a qualitative study of a phenomenographic nature. 24 participants were selected from twelve secondary schools situated in both favorable (urban) and challenging (rural) contexts throughout the country. The findings show that the beliefs of teachers working in challenging contexts have elements of a more inclusive evaluation, more adapted to all students, while teachers from schools in more favorable settings are more demanding, seeking more excellence. Therefore, adaptation to the context is the rule since it is the context that is determining the type of evaluation.