The Purpose of this study was to investigate the teachers` level of commitment in the implementation of continuous assessment in General secondary schools of West Shoa Zone Administration. For this study, mixed method and descriptive survey research was employed; both quantitative and qualitative data were gathered through questionnaire, interviews, and documents analysis. The participants of the study were 87 teachers, 130 students, and 15 school leaders who were selected from nine secondary schools in West Shoa Zone. In addition, 15 school leaders and 27 secondary school teachers were interviewed. Whereas the students and teachers were selected using simple random sampling technique, the school leaders were selected using availability sampling technique. The collected data were analyzed using frequencies, percentages, and descriptive statics. Some of the major findings were: More teachers lack of understanding about continuous assessment in that they concentrated on summative components of assessment; they didnâ€™t include a variety of continuous assessment tools in their plan and did not use in the class room activities. Thus, the practice of continuous assessment is moderate. Moreover, it was found that most of the teachers considered continuous assessment as a series of paper and pencil test activities to measure studentsâ€™ achievement. Most teachers see continuous assessment as more time consuming. Regarding continuous assessment guideline, more the majority of teachers replied that there was no continuous assessment guideline to measure practical skills. There was a great difference among schools in practicing continuous assessment from planning up to implementation. Among the challenges of implementing of continuous assessment large class size, lack of monitoring and evaluation, lack of training and awareness about the implementation of continuous assessment were the major problem that reduced teacher commitment. The study showed that not all subject teachers used sufficient or different assessment methods and techniques of continuous assessment (CA) in their Schools in continuous form. Besides, more participants had incomplete understanding of CA; their focus was on summative components of assessment. Finally, it is important that School leaders and education officers organize workshop, seminars, conference and giving a motivation with a view to create awareness among teachers on what constitutes CA as well as on how to implement CA in schools.