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This study aims to investigate real assessment practice in Young Language Learners (YLLs)’ classrooms. The purpose of this study is to investigate the purpose of assessment in English language teaching of YLLs, assessment techniques used, and how language skills are measured in the school. The research design in this study is a case study. The data were collected in fifth grade, interviews with 2 English teachers, and document analysis on students’ work and assessment records. There were three results of the study. Firstly, the study indicates that the teachers of YLLs conducted an assessment for five purposes. The purposes are (1) formative purpose, (2) summative purpose, (3) informative purpose, (4) diagnostic purpose, and (5) evaluative purpose. Secondly, the study also reveals that teachers conducted three assessment techniques, namely on-the run assessment, self/peer-assessment, and classroom tests. The most frequently conducted assessment technique was on-the-run assessment, followed by self/peer assessment and classroom test. Thirdly, the study indicates that all four language skills namely listening, speaking, reading, and writing skills are assessed by teachers of YLLs, the most frequently assessed language skill two teachers were speaking skill, followed by reading, and then writing and listening. The conclusion is that assessment conducted in the YLLs classroom still does not fulfill assessment standards maximally stated both theories and government regulations about assessment for YLLs.