This paper will report the initial results of a pilot study which will investigate to what extent the use of portfolio assessment is implemented by teachers in public schools in Hong Kong. Levels of acceptance, successful and not successful methodologies and attitudes will be identified. School subject teachers' and principals' perception will be assessed with respect to the implementation process of portfolio assessment strengths, weaknesses, limitations; and how these perceptions have changed over the years since the use of portfolio assessment was first implemented. Constraints and problems identified with the use of portfolio assessment in the schools and classrooms will be investigated. The Project is seen to be important to both Hong Kong and HKIEd as Hong Kong schools move toward reforming the assessment system which will include the use of portfolios. Currently portfolio assessment is underutilized in Hong Kong even though recent policy and reform documents have called for this type of alternate student assessment. The recent call by the HK Examination Authority to review the public examination system also speaks to forms of alternative assessment, including portfolio assessment. However, few education officials thoroughly understand the impact for such an assessment strategy and have done little to prepare teachers and administrators. It is therefore felt that this study can significantly direct the work of educators in a leadership role with a strategy for implementing alternative assessment strategies such as portfolio assessment for education across Hong Kong.