This study examined Turkish in-service early childhood education teachers&rsquo / self-reported beliefs and self-reported practices in relation to classroom assessment, to see if there were any relationships among in-service early childhood education teachers&rsquo / philosophies, their self- reported practices, their educational backgrounds, and their professional backgrounds. A survey method was conducted for his study. Participants consisted of in-service early childhood education teachers from early childhood centers serving children 3 to 6 years located in Ankara, Turkey. Questionnaires were applied to 200 teachers in 62 ECE centers from authorized 81 centers, who represents different educational and professional backgrounds. Results revealed that in-service early childhood education teachers&rsquo / beliefs are correlated with their classroom practices. Earned educational degree and year of experience in their professions, and number of teaching staff in the classroom were found to be related to their self-reported beliefs as well as their self-reported classroom practices.