This study used a focus group interview to examine teacher perceptions of classroom assessment. The interview took place in a school where the researcher had visited and observed classes taught by the majority of the teachers interviewed for the study. The majority of the interviewees seemed to embrace the notion of assessment for learning. However, when discussing the challenges and the usefulness of assessment, the interviewees seemed to revert back to the traditional notion of assessment. Implications of the study for teacher education programs are provided.