This study seeks to explore and understand Bhutanese secondary school teachers' perceptions of increased weightings in Continuous Formative Assessment (CFA), along with the associated opportunities and challenges. Grounded in pragmatism, the study employed an explanatory sequential mixed methods design. Quantitative and qualitative data were collected through a survey of 370 randomly sampled secondary teachers and 16 participants for 4 FGDs. Descriptive statistics were conducted using Statistical Package for the Social Sciences (SPSS) version 25 to determine teachers' perceptions of new CFA weightings, opportunities related to CFA, and challenges associated with CFA. Qualitative data were analyzed through coding and identifying emerging themes. Findings from qualitative and quantitative data were triangulated. The results of the study revealed that teachers have a positive perception of the increased CFA weightings.