Exploring the alternative assessment techniques used by physical educators and what motivates them to use them is the thrust of this study. The literature provides evidence that most physical education teachers use attendance, participation/effort, behavior and some traditional assessments as common methods of grading students. The literature is extremely clear that alternative assessments are better for the students but still the majority of teachers are not using them. Reasons for Physical Educators not using alternative assessments include lack of time, not enough knowledge about these assessments, and too many students. What is not known is what motivates those teachers who use alternative assessments to do so. This qualitative research project involved interviewing a group of physical education teachers (N=8) who mostly use alternative assessments. Knowing their motivation to use these assessments is an essential key for college teachers to learn how to motivate future physical education teachers on the use of alternative assessments. Interviews were transcribed, analyzed and coded for content and examined for the meanings and particular implications for the research at hand. The researcher separated these themes and categories and related them to the research questions and the literature review. The results from this study found five emergent themes which included: experiences, rich variety of assessments, overcoming barriers, making instructional decisions, and motivation. The subjects indicated that their classroom experiences, participation in influential conference sessions, and the need to make instructional decisions were the reasons for adopting alternative assessments. These assessments were used to judge student learning and the quality of their lesson plans and one teacher felt that using alternative assessments was the best way to measure disabled students' achievement.