Assessment plays a pivotal role in education, guiding teachers in refining their teaching methods and providing valuable insights for enhancing assessment strategies. However, numerous studies have shown that some teachers still feel ill-equipped to assess student learning, particularly in ensuring its quality. This study aimed to investigate EFL pre-service teachers' perceptions of language assessment literacy and its impact on their teaching practices. Semi-structured interviews were conducted with six pre-service teachers who had completed their teaching practicum in state-based senior high schools in Banda Aceh. The data were analyzed using the qualitative data analysis framework proposed by Miles and Huberman. The analysis revealed several important findings, including the recognition of language assessment literacy as an integral component of effective teaching. Participants demonstrated an understanding of key assessment principles, such as aligning assessments with learning objectives, utilizing diverse assessment methods, and using assessment results to inform instructional decisions. They expressed a need for more comprehensive training in assessment methods and tools, highlighting challenges in implementing effective assessment practices. The study identified key themes such as selecting appropriate assessment tools, developing valid grading procedures, and communicating assessment results.The study concludes that enhancing language assessment literacy among pre-service teachers is crucial for improving their teaching practices and promoting student learning outcomes. It suggests that teacher education programs should prioritize the development of assessment literacy and provide ongoing support to pre-service teachers in this area.