Conceptions about the role of evaluation are crucial in what educators believe and do in assessing student learning; these conceptions influence their practices and should be consistent with the jurisdictional and political frameworks in which they work. While a great deal has been done regarding experienced teachers' conceptions about evaluation, more research is needed regarding preservice teachers. Thus, our purpose was to investigate preservice teachers' curriculum ideologies (underlying philosophies) at the base of their conceptions of evaluation in the teaching and learning process. Data was obtained through Curriculum Ideology Inventories (30), semi-structured interviews and documents. Results show most of participants adhere to the Learner Centered ideology; however, regarding evaluation, results show congruences (tuning) and contradictions (mismatch) with the predominant ideology.