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This paper describes the results of the research conducted in the context of a postgraduate degree thesis, in "Master of Science in Management & Organization of Educational Units”, at the “Bussines Organization and Management” of the Alexandrian Technological Educational Institute of Thessaloniki (ATEI). It discusses the use of authentic assessment in Greek Primary Education. Authentic assessment is an alternative form of evaluation that is suggested for all grades of Primary Education according to the new curriculum. It requires the combination of a variety of evaluation strategies, such as student’s portfolio, observation, self assessment, etc. In this context, the present research explores the views of primary school teachers in the region of Chalkidiki, Greece, in relation to authentic assessment. Their stance on the matter is of great importance because they are the ones responsible for its implementation. Our goal is to determine their level of knowledge about it and the extent to which they implement alternative evaluation methods during their everyday practice, as well as to explore their views concerning the pros and cons of authentic assessment in comparison to the existing grading assessement system. Ultimately, an effort was made to assess their eagerness to change their evaluation methods by adopting authentic assessment. Using questionnaires as a research tool and software for analyzing the results, it was found that the more informed teachers are about the philosophy and methods of authentic assessment, the more likely they are to apply them in practice and the more positive attitude they have towards their training in new alternatives methods of assessing student performance. They agree that numerical scores lead to great competition among students and that grades are a reason why parents put pressure on their children. In general, they argue that authentic assessment contributes to better communication among teachers, students and parents/ guardians. They believe that it would be good to change the way students are assessed as they consider it feasible to apply both assessment methods in parallel.