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This paper addresses Teacher's belief (lecturer's belief) in assessing their students' comprehension in English reading at the first semester. The focus of this research divided on three points: (1) how lecturers adapt their beliefs with first year student who are identified as dependent and passive learners who still applied their learning style while they were in high school, (2) how lecturers equip the first year students with background knowledge, and (3) how lecturers review the assessment practice stipulated by the university. The study was implemented through two phase interviews to four lecturers participant and one phase to eight students participant. The findings from these interviews showed that not all lecturers believe that first year students were dependent and passive learners. Some of them treated the students as adult learners to train them to be responsible with their own learning. In particular, all lecturers participant agreed that pleasure reading is the best way to improve students' reading comprehension. In addition, most lecturers believe that the classroom activity should get the biggest percentage in students' learning assessment rather than the final test. Most importantly, all students participant valued that a teacher friendly environment as the most important factor in their English reading classroom.