This current qualitative study aimed at exploring how the three regular primary school teachers in Negros Oriental, Philippines assess children with disabilities in the regular classrooms. Specifically, it examined the different assessment strategies and how teachers employed them to respond to the needs of children with disabilities. The mentioned aims were asserted to be addressed by utilizing a constructivist methodology, which allowed this qualitative study to understand the experiences of the teachers being studied, and it assumed that the meaning of experiences was constructed by the teachers themselves. These experiences were explored by utilizing two constructivist tools, namely, semi-structured interviews and direct classroom observations. This study revealed critical findings in relation to teachers assessment for children with disabilities, according to the teacher-participants themselves. First, the assessment strategies that teachers employed are based on the diagnostic, formative, and summative purposes of assessment. Under these three purposes, teachers specifically employ assessment strategies such as tests, observations, portfolios, and groupings. This finding indicates that in assessing children with disabilities, teachers should employ a variety of assessment strategies. Second, in delivering the mentioned assessment strategies to children with disabilities, the teachers modify the content and delivery based on the needs of the children. The content modification considers the use of the child s native language, and the length and level of difficulty of the assessment. On the other hand, proximity, peer support, use of technology, and time element are the foci of delivery modification. The second finding of the study suggests that in delivering the assessment strategies, there is a variety of means to consider and employ which are responsive to the needs of children with disabilities.