本研究旨在探討在台灣升學導向高中任教之外籍教師在面對不同議題時之信念是否受到大學聯考的影響，以及其教學信念及實踐是否一致。 為了能夠深入了解外籍教師的教學信念，本研究採用質性研究法來進行資料採集及分析，所使用的資料採集工具為訪談、課室觀察及文件分析。除了訪談一名擁有三年私立升學導向高中教學經驗的女性教師，研究者更進一步訪談該校外語中心主任以期能了解該校對其外籍老師的要求及期待。研究結果呈現此外籍教師對於學習、教學、英語、大學入學考試、台灣教育以及本籍及外籍教師間之異同的信念及看法。 在本研究最後，研究者也針對研究結果提出了建議，以期能提供給教育當局、學校以及學者作為參考。 / The purpose of this study is to explore the beliefs of a native English speaking teacher (NEST) in a college-bound senior high school in Taipei City and to see if the JUEE has influence on her teaching beliefs. Instructional practices are used to compare with the NEST’s beliefs to check the consistency between them. In order to have a complete picture of NEST’s beliefs, the researcher made use of qualitative research methods in this study and selected an experienced NEST who was currently teaching in a private senior high school in Taipei City. By adopting three data collection methods: semi-structured interviews, classroom observations and document analyses, the researcher collected the data from the NEST. Furthermore, the researcher also interviewed the director of Foreign Language Center to see if the NEST’s beliefs were congruent with the school’s expectations. The data were analyzed to present the NEST’s beliefs about learning, teaching, English, the JUEE, the educational system in Taiwan and the differences between NESTs and NNESTs. Based on the results, the implications were offered for the policy makers and the institutions as well as the recommendations for the future researchers.