||English Learners face the challenge of simultaneous second language acquisition and content knowledge development in the classroom everyday. When it comes to assessments for ELs, the teachers who I Interviewed stated authentic assessments are the better assessments for ELs due to the challenges of standardized assessments and the benefits of authentic assessments. Standardized assessments provide fast and hands on results but serve to narrow curriculum (teach to tests) and ignore ELs' readiness. From these reasons, the teachers use authentic assessments for ELs. By using authentic assessments: 1) teachers re-created their lesson plans appropriately to students' readiness and created more solid connections regarding content, 2) students had the best opportunity of learning the material in a meaningful way, 3) teachers got more information about what students knew and what part they needed to focus on, and 4) authentic assessments provided students with a broad perspective of what they learned and what they needed in order to be successful. The data for this paper was collected interviewing and observations by four teachers who have ELs in their classroom in urban elementary schools. This data included learning from teachers regarding standardized assessments, authentic assessments, specific methods using authentic assessments such as portfolios, rubrics, students self-assessments. Keywords: English language learners, English learners, EL, standardized assessments, authentic assessments, performance based assessments, summative assessments, assessments, portfolio, rubrics, self assessments, checklists.