The purpose of this study was to investigate the quality of life assessment of teachers in descriptive evaluation. The research method is qualitative. The statistical population is the primary teachers who work in education office (Ardebil district1). The method of selecting participants is targeted. Ten teachers qualified in qualitative-descriptive teaching were studied in the present study. Deep semi-structured interviews were used to collect information. The results show that by implementing a descriptive evaluation project, students became more active and interested in the lesson. The need to re-interpret items is a problem that teachers are involved with, and this is related to the parents' lack of awareness and familiarity with such a method. Also, the time-consuming of the process of descriptive evaluation is a problem that all teachers acknowledge. The problem of reinforcing student motivation is another challenge faced by teachers. Particularly the elimination of the score and the making difference between more hard-working and less hard-working students is difficult in terms of qualified items. However, improving students' mental and psychological well-being in the form of reducing stress and anxiety and strengthening their social skills in the lives of teachers has been represented.