Teachers’ assessment in EYL classrooms is essential since the young learners have different characteristics from adult learners. Research shows that the teachers often find it challenging to implement the teaching and learning process due to a lack of clear guidelines or sufficient training. Consequently, if the teachers lack of competence in teaching young learners, it can be assumed that they too lack of competence in assessing young learners. This study aims to investigate the assessment techniques employed by teachers in assessing EYL, the language skills assessed, and to identify the difficulties encountered by teachers during assessment process. The research design of the study is a case study. The data were collected through 32 classroom observations, interviews with 3 English teachers and document analysis on students’ work and assessment records. The main results of the study, First, the study indicates that EYL teachers conducted four assessment techniques, namely on-the- run assessment, self and peer assessment, classroom tests, and portfolios assessment. The most frequently conducted assessment technique was classroom tests and on-the-run assessment. Second, the study also reveals that teachers conducted assessment for all language skills and the most frequently language skill assessed by the three teachers was the writing skill, and followed by speaking. Third, the difficulties encountered by teachers during assessment process were mainly derived from the limitation of time, large number of students in the classroom and the students’ limited vocabulary that leading to reluctant to practice, despite the teachers had attempted various techniques in assessing young learners in the EYL Classrooms. Hence, they should consider alternative assessment, rather than only traditional paper and pencil tests.