This dissertation explored the possible influences that teachers of students with significant intellectual disabilities (SID) have that impact their attitude toward assessment. Students with SID are most likely to be dependent on direct teacher assistance to complete assessment tasks. Historically, students with SID have not participated in most measures of academic achievement and little is known on how to best assess them. This study compared teacher attitude toward assessment with teacher preference to use statewide assessment and classroom-based assessment. This study also compared teacher attitude toward assessment with teacher preference for providing an academic or functional curriculum for students with SID. Surveys sampled teachers who administer the Dynamic Learning Maps Alternate Assessment (DLM-AA) to provide a snapshot of teacher attitude toward assessment for teachers of students with SID. In addition to measuring teacher attitude toward assessment, teachers were also surveyed on their use of statewide and classroom-based assessments, their preference of curriculum, and their beliefs on instruction for students with SID. Results of this study found a significant positive correlation between the teacher belief of influence of alternate assessment and teacher attitude toward classroom assessment. Results of this study also found a significant positive correlation between teacher value of classroom assessment and teacher attitude toward alternate assessment. This study also found a statistically significant difference in teacher attitude toward assessment based on their preference to teach functional skills during daily routines with typical peers. Results from this study may influence how educators provide and use assessment for students with SID, determine what type of assessment is most beneficial for students with SID, and add to the growing literature on assessment for students with SID. Recommendations for future research include qualitative analysis of assessment for students with SID and an investigation into how students with SID acquire, retain, and generalize content skills and knowledge. This study was limited in several ways. This study was limited in its method of data collection. This study was limited by the sample size (n=41) of the population. Further implications for research and practice are recommended. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]