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PURPOSE: This study aims to investigate the attitudes and thoughts of primary school teachers on the formative assessment of pupils. METHODOLOGY: A questionnaire was distributed to a sample of 120 Primary Education teachers in the Prefecture of Viotia. The questionnaire was pre-tested and found to be satisfactory as to its validity and appropriateness as regards its questions, its structure and its content. An analysis of responses based on the demographic scales of the sample was obtained. RESULTS: Teachers appear to be positively related to alternative forms of assessment and quite receptive to the use of formative assessment of pupils. The majority of respondents recognize its positive results and rank it as mainly prefered first, while a small percentage prefers the combination of the descriptive evaluation and the current assessment. CONCLUSION: Formative assessment is significantly prefered as compared to the current assessment mode. However, the lack of teacher training on formative assessment and the adherence to the current way of functioning on education system in Grecce are key inhibitors in choosing it as a way of assesing students, revealing the ignorance and insecurity of teachers towards its application. Surely, the fact that the majority of respondents recognized its positive results to students, educators and parents-guardians, is a positive sign for its implementation in the future.