This study seeks to identify the influence of the epistemic beliefs of teachers in Araucania (Chile) on the teaching of the military occupation of this region at the end of the 19th century. The research has used a qualitative methodology based on content analysis. Twenty-five history teachers from the region were interviewed. Results show that teachers manifest a criterialist vision of history and identify themselves with an interpretive teaching of this discipline. However, deficiencies are still found when they apply the historical method in the classroom. These limitations are associated with the restricted use of historical sources, the existence of a diverse and conflictive school context, and the influence of regional socio-political problems.