Teachers' conceptions play an important role in their instructional practices. In this study, the researcher explored a small sample of Fijian secondary school mathematics teachers' conceptions of assessment. Thirteen mathematics teachers from two case study schools took part in this study that utilised one-to-one interviews to gain insights into teachers' beliefs on the purposes of assessment. The findings further indicate that a majority of the teachers held contemporary conceptions of assessment. While they did value summative assessment roles, teachers tended to support the use of assessments to improve or support student learning.