This article reports on the findings of an empirical study that examined elementary school teachers' views about the English language learners' (ELLs) program placement assessment, and progress assessment. Specifically, the interviews in the study explored teachers' perspectives on the effectiveness of these assessments and the connection between language assessment and curricular decisions. In addition, classroom observations were conducted to gain insights into language strategies that these teachers used to promote better teaching and learning for ELLs. In this article, an overview of the current assessment system for ELLs in Florida is provided, then the findings regarding the value of assessment are discussed as well as effective teaching strategies. The article concludes with implications for teachers, teacher educators and school district personnel.