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This study investigates the potential impact of in-service teacher training (ISTT) on trainees¿ beliefs and classroom practices immediately after and 6 months after the training. A case study was carried out that involved four-week training based on theoretical knowledge about markedness theory. First, the trainees were observed to identify their existing grammar teaching practices. Second, they participated voluntarily in the training. Thirdly, they were interviewed and observed to reveal the impact both at cognitive and practical level. Finally, six months later they were interviewed and observed again to see the extent of the impact of the training. The observations after the training provided insights into how the trainees transferred what they learnt from the ISTT into their grammar teaching practices. The interviews revealed a number of themes that could account for the motives of the teacher change and development. The observations provided concrete evidence for the pedagogical changes the trainees experienced, particularly in their instructions, materials, and approaches to grammar instruction.