This correlational-quantitative study identifies the significant difference between the pedagogical beliefs in terms of pedagogical content knowledge and teaching practice of online ESL and Public School teachers. This is done using a survey-type questionnaire distributed to respondents to quantify the pedagogical beliefs of the aforementioned teachers in various teaching environments. It is found out in this study that there is a significant difference between the pedagogical beliefs of online ESL and public school teachers in terms of their pedagogical content knowledge and teaching practice, Therefore, the differences in the teaching-learning environment affects the teachers knowledge on what to teach and how to teach. This further implies that teachers in two different environments who underwent the same undergraduate education actually performs in different levels of efficiency to answer the need of their teaching environment.