For many teachers, assessment essentially equates to grading. However assessment in the contemporary educational setting is far more extensive than that. Because teaching is now acknowledged as a multi-dimensional and complex activity, schools are working extremely hard to integrate teaching and assessment with a grading system that is not uni-parametric. Greater accuracy of assessment will provide both the teacher and the student more information, as it will allow the former to assess previous teaching methods and choose the most effective ones for the future. The purpose of this research was to examine the views and the attitudes of secondary music teachers about assessment in music education in Greece, the assessment tools they use most often, what content they assess, and their difficulties and concerns in relation to assessment in music education in Greece. Data collection was done through closed and open-ended responses from 100 secondary music teachers in Greece. Through the results of the survey, both convergences and divergences were observed based on the literature review and then suggestions were made for applications of the results and for further investigation.