The current paper reports on the status of alternative assessment from the perspective of teacher beliefs. A semi-opened questionnaire was administered to 117 school teachers of English in three Mekong Delta?s provinces. The results showed that they were aware and appreciative of the values of alternative assessment, while still holding on to the belief in testing. Their thinking reflects worries and distrust in students? ability, teacher skills, and contextual constraints that may hinder them from incorporating alternative assessment in their classroom.