The main concern of this study was to assess the practice of continuous assessment in EFL classroom at grade nine. Ajjis Secondary School was purposefully selected to be the setting of the study. Six English language teachers teaching at grade nine in the schoolare selected by purposive sampling and 120 students of grade nine which are selected by systematic sampling were the participants of the study. To collect the necessary datafor the study, classroom observation was the data collecting tool in order to identify the practice of continuous assessment in the actual classroom situation. Two sets of questionnaires (one for the teacher and another for the students), interview and document analysis were employed as supporting instruments so as to triangulate the findings of classroom observation. Then, the collected data were analyzed using both quantitative and qualitative methods of data analysis. The quantitative data collected through questionnaire and classroom observation were tabulated by percentages. The quantitative data from open ended questions and interview were analyzed thematically. The study revealed that EFL teachers applied continuous assessment improperly. In addition, the teachers did not use different varieties of continuous assessment devices. Furthermore the study showed that there were challenges related to the teacher, the students, and the school and classroom environment. Finally, conclusions and recommendations were put forward based on the major findings.