This study, taking place in a grade 9 class in an urban south-eastern Ontario community, sought to answer two research questions: What are the factors that impede or facilitate the implementation of multiple assessments? What are students' views of being assessed using multiple assessments? In the end, five factors emerged that impeded the implementation of multiple assessments (time, collaboration, curriculum content, students, and reporting to parents) while it was found that three factors facilitated the implementation of multiple assessments (examining beliefs, resources, and planning/organizing).