<p class="MsoNormal" style="margin-bottom: .0001pt; text-align: justify;"><em><span style="font-size: 10.0pt; font-family: "Times New Roman","serif";">This study aims at identifying the acceptance of teachers teaching Agricultural Integrated Living Skills (ILS) towards the School Based Assessment (SBA). Acceptance is associated with teachers&rsquo; beliefs, attitudes and willingness to implement the assessment and involves a change in educational values.&nbsp; The quantitative approach was adapted from previous studies and contained 80 variables.&nbsp; The response rate was 80.5% from 322 teachers of Agricultural ILS from secondary schools throughout the country.&nbsp; Results showed that a majority of respondents were male teachers aged 42 years and younger and many had teaching experience in excess of 10 years.&nbsp; A large percentage of the respondents (86.3%) had taken a course on SBA, 60.6% were non-option teachers in agriculture, and a large percentage (51.8%) taught the subject in more than one level.&nbsp; The study revealed a moderate relationship between belief and practices (r = 0.391) while a weak relationship was found between attitude and teachers&rsquo; practices (r = 0.193) and between willingness and teachers&rsquo; practices (r = 0.132).&nbsp; Heavy workload contributed to a moderate belief that subsequently led to a weak attitude and a low willingness to implement SBA.&nbsp; The low level of belief, attitude and willingness clearly demonstrated that teachers&rsquo; acceptance toward holistic assessment was low.&nbsp; Teachers were unable to accept SBA as a shift in educational assessment methods, let alone to replace the existing system of assessment.&nbsp;</span></em></p>