<p>The Indian education system has undergone significant evolution, adapting to changing circumstances and addressing the pervasive anxiety associated with assessment. The reliance on grades as the primary measure of student performance remains deeply ingrained in the system. Global discussions on alternative assessment models, such as gradeless assessment, suggest potential benefits in reducing student stress, enhancing intrinsic motivation, and fostering self-regulation; yet, in India, such models are relatively unexplored. This study examines the perceptions of in-service and pre-service teachers on the feasibility of implementing a gradeless assessment system in Indian schools. Using a qualitative survey, open-ended responses from 567 school teachers (n _in-service = 216; n _pre-service = 351) across multiple states were analysed through content analysis. The findings reveal a polarised perspective between the two groups. Pre-service teachers largely expressed openness to gradeless practices, highlighting their potential to reduce academic stress, promote creativity, critical thinking, and learner autonomy. In-service teachers, however, voiced caution. Their responses reflected lived classroom realities, citing the sustenance of motivation as the major concern. While both groups recognised the promise of gradeless assessment for meaningful learning, in-service teachers emphasised key constraints such as stakeholder resistance, large class sizes and time management challenges. This study proposes an implementation framework, emphasizing the need for strengthening assessment literacy, piloting models, providing structured teacher training, standardising assessment tools, and implementing systemic reforms to facilitate a feasible possibility toward gradeless assessment. These insights offer valuable implications for policymakers and educators aiming to reform assessment practices in alignment with the National Education Policy 2020.</p>