abstract: postmethod is a newly developed pedagogy which as an alternative to method rejects the notion of good or bad methods and the concept of best method that can be generalized and appropriate for all contexts. instead, it treats each context as unique and one of a kind which cant be compared with other cases. this study is a postmethod-oriented one which investigates whether and how far teachers (naturally, without getting any teachers training programme on postmethod pedagogy and with all the imposed constraints by institution, curricula, textbooks and so forth) are able to construct context sensitive techniques according to the demands of every specific context and its different involving factors. in other words, whether they are beyond method or not. in order to treat this issue in more details, sterns (1992) three dimensional postmethod teaching strategies, namely the intralingual-crosslingual dimension, the analytic-experiential dimension and the explicit-implicit dimension were selected as a yardstick against which both teachers classroom practices and their beliefs were examined in relation to each other across proficiency levels of elementary and intermediate as a kind of contextual variable. to this end, three teachers who were teaching in elementary and intermediate levels participated in this study. their classroom practices were observed and a questionnaire was designed and administrated to tap into their beliefs. in doing so, first the extent of correspondence of teachers actions with respect to sterns postmethod teaching strategies between two proficiency levels of elementary and intermediate levels was identified. second, teachers perceptions of sterns postmethod teaching strategies between elementary and intermediate levels were compared. third, the extent of correspondence between teachers actions and perceptions with reference to postmethod teaching strategies were demonstrated. the statistical anova analysis didnt result in a significant difference between teachers actions and proficiency levels, between teachers perceptions and proficiency levels and between teachers actions and perceptions. this implies that teachers did neither think nor act according to the requirements of context but rather they adhered to just one method in both their actions and their perceptions. so probably, it might not be claimed that these teachers were going beyond method.