The purpose of this study was to explore teachers’ beliefs and practices of continuous reading assessment among four secondary high schools found in South Gondar . The study employed descriptive survey research design. Based on the research design, purposive, Comprehensive and simple random sampling techniques were used. From comprehensive samples , 40 English language teachers’ were used for questionnaire data while 10 English language teachers were used for classroom observation and for document review respectively. The collected data was analyzed using SPSS version 20. Based on the data analysis, the finding indicated that EFL teachers’ believed that continuous reading assessment is integral part of the lesson and has to be used to assess and help students. Moreover, the finding indicated that there was a significant relationship between teachers’ beliefs and practices of continuous reading assessment. Finally, it was recommended that teachers should introduce the aims and objectives of the lesson, and should have to use the information gained from continuous assessment to help and motivate students thereby to promote students’ interests in the reading skill.