This study focused on school division needs pertaining to classroom-based assessment policies in Saskatchewan. Using a critical policy analysis framework, this project narrowed in on the creation of assessment policies within school divisions in the province through the lens of superintendents (n = 16). Applying Verhoest et al.'s (2004) organizational autonomy framework, school divisions were interpreted as having both a minimum level of financial autonomy and a higher (though ultimately ambiguous) level of policy autonomy. Interviews revealed a tension between policy creation at the school-division level and within the Ministry, highlighted the impact of higher policy autonomy and lower financial autonomy on policy development and implementation at the division level, and called attention to a desire from school divisions for provincial guidance.