Quebec hosts a large number of immigrants, and many of them fit as teachers in schools, mainly in Montreal. In their country of origin, they’re trained to their culture’s own way of conceiving and practicing evaluation, usually inspired by the French system that values the social selection and the sanctioning function of evaluation. As part of a collaborative research supported by the Social Sciences and Humanities Research Council in 2015-2017, we accompanied a group of foreign-trained secondary school teachers in a critical thinking about their recent integration in Montreal schools. Individual and group interviews with them but also with their professional partners have helped to understand the interactive process of the (re)building of their assessment of learning knowledge in this new context. If they adjust their ways of doing on local practices, their degree of adherence to the valuations related to the assessment is modulated according to the reactions of other members of their professional ecology.