This study aimed to discover subject-specific science teachers' views of alternative assessment. The questionnaire by Okur (2008) was adapted and deployed for data collection. The sample consisted of 80 subject-specific science teachers drawn from the cities of Trabzon, Rize and Erzurum in Turkey. In analyzing data, descriptive analysis was employed for identifying how often the subject-specific science teachers use the alternative assessment and which of the alternative assessment techniques are frequently preferred. Also, how gender variable affects their preference and/or self-competency was analyzed via independent samples t-test. In light of the results, it can be deduced that the subject-specific science teachers tended to use such traditional assessment techniques as multiple choice test, concept map, written test, and matching test. Further, the main barrier to involve the alternative assessment in science classes seems to be the high-staking nation-wide exams in Turkey that deploy only multiple-choice questions. Therefore, any change in assessment strategy of the high-staking nation-wide exams may foster teachers to enrich their preferences of alternative assessment and empower its possible use in science classes.