This study specifically sought to examine district test coordinators' perspectives on the purpose(s) of interim assessments within a district's assessment agenda and to identify factors the district test coordinators consider when selecting district-required interim assessments. Interim assessments are part of many local school districts' strategies to monitor and measure student academic performance before the end-of-year summative assessment. The research method for this case study incorporated a non-experimental, descriptive, mixed-methods design to identify the degree to which West Virginia's school district test coordinators perceive interim assessments to function as effective instructional, evaluative, and/or predictive tools. The study additionally investigated potential factors (e.g., costs, stakeholder feedback, technology limitations, etc.) that influence school districts' interim assessment selection. The investigation employed sequential explanatory model in which electronic survey data were analyzed and then focus group questions were designed to elicit more information. The analysis of both the quantitative and qualitative data indicates the prevalence of instructional, evaluative, and predictive perceptions towards interim assessments. The analysis identified existing barriers such as teacher feedback, school district structures, local and federal tax structures to be primary concerns as school districts select interim assessment instruments. This study concluded that policy makers and the state education agency must shoulder the responsibility of providing a robust support system consisting of formal guidance, technical support, and professional learning to support local education agencies select, evaluate, and implement interim assessment programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]