The purpose of this paper is to state whether teachers focus on pronunciation when teaching the English language at local private language schools, known as “academias privadas de inglés”. The study was developed to discover and determine in what place in the scale of priorities the teaching of pronunciation is considered and to reveal teachers’ opinions and perceptions about the relevance of the explicit/direct teaching of pronunciation (whether it is important or not to teach pronunciation) to develop an integral mastery of language. Even though the enquired teachers strongly believe that the teaching of pronunciation is of paramount importance, they leave -in many opportunities- the topic aside and/or just not consider it when planning their classes, giving priorities to other areas of knowledge, especially grammar. The study took place during the pandemic. As many new technological devices and several applications emerged at that moment, it was worth discovering whether the teaching of pronunciation was considered since many tools started to be at disposal to approach the field. Key words: language schools, teachers’ perceptions, the teaching of pronunciation, the status of pronunciation.