The main purpose of this study is to examine the state of practices and problems of continuous assessment implementation inBorena Preparatory and Secondary School, in Mekaneselam Town Administration, Amhara Region. Six research questions were raised to achieve the objective of the study. To answer these basic research questions a descriptive-survey research type was employed. Purposive sampling was used to select 96 student participants, whereas 12 English teachers, a director, a vice director and a supervisor of a school were selected usingavailable and purposive sampling. The data were analyzed using both quantitative and qualitative methods (mixed methods). Quantitative data which were collected through close- ended questions from teachers and studentsand through observation are organized, tabulated and computed using frequency and percentage values. The data which were collected from the participants through open-ended questions, interviews, document analysis, focus group discussion and observation were narrated in words (descriptively/qualitatively analyzed). All these were used to elicit opinions of all English teachers, students, principal, vice principal and supervisor. The finding of the study revealed that mostteachers are not continuously collecting information about students’ progress, small number of continuous assessment techniques is used in English classes, and few teachers give timely feedback to students.Most teachers had poor knowledge about continuous assessment in that they concentrate on summative component of assessment. Most teachers assess only cognitive domain of learning and this affects the current practice of continuous assessment negatively. Furthermore, teachers and students are not properly practicing continuous assessment. The practice of documenting and recording students’ achievement was very low. The researcher concludes that continuous assessment techniques were not properly implemented in English classes. All teachers were also not giving immediate constructive feedback to students. Weak follow-up and support of the school management affects continuous assessment implementation. The major challenges in implementation of continuous assessment were large class size, external disturbance of noise from neighboringclassrooms, lack of English textbooks, lack of manuals and directives, cheating in tests, quizzes, and exams, students give attention for marks but they did not fill their knowledge gap to improve themselves, weak feedback system. Teachers should be trained continuously on how to use CA techniques continuously, how to record and document students’ achievements, and how to provide feedback to students.