The evaluation process is used to test the efficiency of training (Demirel; 2015). The literature shows that evaluating each item throughout the process will contribute to pupils and program development. Currently implemented in formal preschool education institutions in Turkey, the Preschool Education Program by Ministry of Education (2013) stipulates evaluation of pupils, program, and teachers during the educational process. The training methods inspired by Montessori, Waldorf, and Reggio Emilia adopted by private education institutes in Turkey also incorporate multi-dimensional assessment throughout the process. The study therefore aims to identify the evaluation methods adopted by teachers working in educational institutions with different preschool education approaches and to report their views on the benefits of such evaluations. This study uses case study design, a common method in qualitative research. The study group was determined by criterion sampling. The study group consisted of 15 preschool teachers (two teachers working in private schools that employed Waldorf approach, two teachers Montessori approach, two teachers Reggio Emilia approach, and nine teachers working at state schools, three of which used child-centered approach while six of which used teacher-centered approach). In the interviews conducted with the teachers using semi-structured interview technique, the opinions of teachers about their assessment forms, the results of the assessment studies and the applicability of alternative assessment methods were obtained. A voice recorder device was used to record the interviews, and the recordings were then transcribed; the data were analyzed by content analysis method. The explanations examined by each researcher were assigned specific codes, and then these codes were compared. If there were differences between the codes, the researchers worked together to assign proper codes. All teachers other than those adopting traditional teacher-centered