The aim of this paper is to compare and analyze the teaching and learning of the category of evidentiality in different languages with different evidential systems. The target languages are from the Uralic language family spoken in Russia: Udmurt, Mansi and Nganasan. All the three languages are endangered, the speakers are typically bilinguals of Russian and a minority language, or their dominant language is Russian. The languages under discussion are present in education mainly as L2 languages alongside Russian being the L1, the latter of which does not have evidentiality as a grammatical category. The study shows that it is important to take into account the pragmatic, cognitive and cultural factors connected to the evidential systems in order to teach and learn the studied category. The study also presents an example on how language learners can better understand the rules and motivations of using the examined category.