The education systems of Inuit Nunangat (the four regions of the Canadian Arctic that are the traditional homes of Inuit) have undergone significant change and continue to experience transitions in terms of purpose, curriculum, administration, and control. A key part of this transition is ensuring that the assessment of student learning is culturally responsive. Hence, the purpose of this study was to explore Inuit educators' culturally responsive assessment practices. Five case studies were conducted in four regions of Inuit Nunangat (Nunatsiavut, Nunavik, Nunavut, and Inuvialuit) which resulted in a sample of 180 participants. In-depth interviews and focus groups were held with teachers, students, administrators, and Elders. Data were synthesized and resulted in themes related to the challenges and achievements in developing assessment practices that were grounded in Inuit culture, values, and worldview. We conclude recommending that more support and attention are needed to focus on developing culturally responsive assessment tools and understanding the impact of such tools on student success and engagement.