School leaders have an important role in supervising learning and instruction. In these roles, they use a variety of assessment methods to measure and support student learning. Their beliefs about assessment can have an impact on how they perceive and use different forms of assessment. This study sought to explore assessment related beliefs and practices of a small group of Fijian Head Teachers. The findings suggest that they hold mixed beliefs about assessment. The findings also suggest that the Head Teachers made attempts to make formative use of written or other assessments they used. They registered little support for too much formal, standardized testing.