Assessment for learning, which is one of the assessment genres, is a means of gathering information during teaching and learning and it is helpful to determine students' success in learning. The article aims at examining the understanding of Amharic language teachers on the strategies and challenges of assessment for learning practices. To meet this objective, participants were selected through the cluster random sampling technique for a questionnaire survey (n=180) from all levels of general education (i.e., grades one to twelve). Twelve (12) teachers for an in-depth interview and four (4) teachers for an informal conversation were also selected through cluster random sampling and ,. The data acquired through the closed-ended items of the questionnaire was analyzed by a one-sample t-test while the data obtained through an open-ended items of the questionnaire; interviews, and informal conversation were analyzed qualitatively through verbal descriptions. The results from a closed-ended questionnaire show that teachers practice of assessment for learning strategies in the classrooms. Conversely, the data from the open-ended questionnaire shows that most of the teachers' relied on the assessment of learning. Besides, their awareness of assessment for learning strategies was found limited. Moreover, lack of transparency, lack of knowledge and experience, school administrative problems, lack of training, and reliance on assessment preference are the challenges that teachers faced while attempting to implement assessment for learning strategies. Based on the findings, recommendations were also forwarded.