While educational policy has resulted in many teachers being responsible for developing and interpreting student growth measures, they generally lack adequate assessment literacy and feel ill-prepared to manage such tasks. This quasi-experimental study explores the impact of an applied assessment course on preservice teachers' assessment literacy and self-efficacy, while also examining the intersection between these variables. Results indicate a significant increase in assessment literacy and self-efficacy after completing the assessment course. Assessment literacy and self-efficacy held a significantly negative relationship at pre-test and a significantly positive relationship at post-test, suggesting meta-ignorance existed regarding classroom assessment skills among preservice teachers.