This article presents some of the preliminary findings from a national survey which explored early childhood teachers’ understandings, beliefs and practices in relation to assessing four year old children’s learning. While a range of perspectives in relation to assessment were evident in the survey responses, this article focuses on the issues and challenges identified by teachers. Some suggestions regarding possible next steps are also made. The findings presented here are a small, but important, element of a larger study. Further analysis of the data collected during both phases is currently being undertaken and additional discussion and dissemination will follow.