This study investigates the practices, challenges, and opportunities associated with assessing Technical Drawing in selected secondary schools within Harari Regional State, Ethiopia, during the 2022–2023 academic year. The aim is to enhance assessment methods and improve educational outcomes for teachers and students. Utilizing a descriptive survey design, the research engaged various stakeholders, including school principals, cluster supervisors, Technical Drawing teachers, and students, to capture multiple perspectives. A mixed-methods approach combined quantitative data from structured questionnaires with qualitative insights from semi-structured interviews. The study involved a representative sample of 324 students in grades 11 and 12, along with 4 cluster supervisors, 4 school principals, and 12 Technical Drawing teachers. Key aspects explored included the frequency and types of assignments, the impact of grading practices, and methodologies for interpreting grades. Findings revealed significant challenges, such as limited access to materials and inadequate classroom conditions, but also highlighted opportunities for improvement, including better resource allocation and enhanced teacher training. The study concludes with practical recommendations aimed at improving assessment practices in Technical Drawing, ultimately seeking to enhance educational outcomes for students in Harari Regional State. Keywords: Technical Drawing, assessment practices, student assessment, educational practices