This paper discusses the beliefs of two Malaysian mathematics teachers selected from a total of ten involved in a study that aims to gain insight into Malaysian post-secondary mathematics teachers’ beliefs about classroom assessment. Teacher A and Teacher B were selected because of their contrasting beliefs about classroom assessment. The research was conducted within the interpretive paradigm and the design was a qualitative, multiple case study carried out at a single college site. The college was selected because the researcher could maximise relevant data collection due to the progressive and unique nature of the assessment practices encouraged by the management in the 100 percent examination-oriented environment in Malaysia. Data collection techniques included semistructured interviews, non-participant classroom observation and document collection. The findings are presented from four perspectives: 1. purpose of assessment, 2. assessment techniques, 3. need for change, and 4. concerns about change. The findings show contrasting profiles of the mathematics teachers’ beliefs about classroom assessment juxtaposed with their actual classroom practices.