This mixed-method study explored business faculty's perspectives on drawbacks and benefits associated with authentic assessment at 10 R1 Midwestern universities. In search of solutions, faculty were also asked to provide recommendations for implementing the authentic assessment. Quantitative and qualitative findings suggest that most business faculty favor assessment strategies that promote higher-order thinking and real-world practices. However, ongoing faculty professional development opportunities and reconsidering the assessment culture of higher education are needed to make this critical shift towards authentic assessment.