The aim of this study is to identify the obstacles of using the authentic assessment in Irbid Directorate schools from the point of view of teachers and to explore the differences in the teachers\' view on these obstacles according to the variables (gender, scientific qualification, training courses, and experience).To achieve the objectives of this study, the researchers developed a questionnaire prepared for this purpose. The questionnaire consisted of (49) items divided into (7) fields applied to a sample of (204) teachers. The results showed that the average of obstacles for the use of authentic assessment was 3.41. The average was at the highest level in the domain of physical obstructions (3.61) and the lowest level in the domain of students (3.06). The results showed that there were no statistically significant differences in any of the 7 domains at the level of (α = 0.05) due to any of the variables of study (gender, scientific qualification, training courses, and experience).