Educational practices are strongly embedded within the sociocultural-historical-political landscape of the place and times. These factors influence the way teachers and other social actors perceive education policy reform, eventually influencing the way it will get implemented in the school setting. This study underscores the role of teacher beliefs in the implementation of an education assessment reform policy, namely, Continuous and Comprehensive Evaluation (CCE), in India. It is argued that despite strong policy impetus on introduction of learner-centered ways of student assessment, the policy was withdrawn as teacher beliefs remained rooted in traditional high-stakes assessment paradigm. Importance of redressing teacher belief for successful execution of education assessment policy reform is suggested.