Problem solving is considered to be a critical mathematics classroom activity in Chilean schools. While several studies have shown the ways wherein various set of beliefs can affect students 0 abilities to solve math problems, it is also needed to explicitly study which kind of beliefs and assumptions students may bring to the problem-solving process. As studies show, different sorts of beliefs perform different role in students’ problem solving. For example, epistemic beliefs can influence the acquisition of knowledge, the interpretation of problems, and the selection of problem solving strategies. Students’ self-efficacy beliefs positively impact their problem-solving abilities, finally, attitudinal beliefs may predict the behavior.