<p>Teachers have a complex, multidimensional system of socially constructed beliefs that shape their practices. Grade retention beliefs, in particular, are embedded within a broader psycho-pedagogical framework and may be reinforced when shared by the teachers’ community. The present study used a person-centred approach to identify teachers’ profiles based on their perceptions of collective teacher culture and grade retention beliefs, to examine how these profiles relate to other psycho-pedagogical beliefs, and to their grade retention intentions and practices. An online questionnaire was completed by 1,597 Portuguese basic education teachers, assessing their beliefs about learning, assessment, intelligence, and grade retention; their intentions and practices regarding grade retention; and their perceptions of collective teacher culture. Latent profile analysis identified six profiles, differentiated by teachers’ perceptions of the collective teacher culture (two weak, two moderate, and two strong), with three profiles supporting grade retention and three sceptical of it. Covariate analyses showed that teachers in the Grade Retention Support profiles reported stronger transmissive and fixed intelligence beliefs, whereas teachers in the Grade Retention Scepticism profiles reported more malleable intelligence beliefs. Teachers in the Strong Collective Teacher Culture profiles also endorsed more transmissive teaching and summative assessment beliefs. Teachers in the Scepticism profiles showed a lower intention to use this practice. The highest grade retention rates were observed within the Weak Collective Teacher Culture and Grade Retention Scepticism profile. These findings highlight the importance of reflective and collaborative practices among teachers to share effective strategies that enhance student success, strengthen collective efficacy, and reduce grade retention rates.</p>