This study investigated the assessment practices used by resource room teachers in Jordan to determine eligibility for learning disability, and to identify assessment obstacles. The study also investigated whether assessment practices and obstacles of assessment differ among resource room teachers as a function of gender and academic qualification. 150 resource room teachers were randomly selected out of 455 to complete a survey designed to serve the purpose of the study. Results indicated that most teachers rely heavily on teacher-made tests of academic achievement to make eligibility decisions. Curriculum based assessment; students' response to intervention (RTI) and dynamic assessment were found to be the least practices used by teachers. With regard to assessment obstacles, results revealed that one of the major obstacles to assessment were high rate of referral especially for low achievers. Results also indicated statistically significant differences in assessment practices for teachers' qualification but not for teacher's gender. Concerning the obstacles faced by teachers both variables showed no significant differences. Implications of these findings for assessment practices and for future research in Jordan are provided. (Contains 4 tables.)