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This paper reports the findings of a studywhich investigates performance tasks as a means of alternative assessment for young EFL learners. The study specifically looks into the match between what is proposed by the Primary English Curriculum and what is actually done in classrooms concerning the characteristics, implementation process, and evaluation of these tasks from teachers’ point of view. In addition, the opinions of teachers, in relation to whether these tasks have any contribution to language learning are also elicited. 43 young-learner English teachers working in ten schools participated in the study. Data has been collected from questionnaires, interviews, and document analysis. The findings reveal that the intended goals of performance tasks have been moderately achieved, but in certain areas have weaknesses. Overall, the study has produced some implications for practice regarding alternative assessment.