Students’ views on their assessment play a pivotal role in shaping their learning experiences and trajectories. This qualitative study aimed to explore the views of Greek university graduates regarding their assessment during their undergraduate studies. The sample consisted of 30 graduates, and data were collected through written narratives in response to a given prompt. Qualitative content analysis revealed key categories, including assessment methods and frequency, interpersonal relationships with professors and peers, advantages and disadvantages of assessment, feedback, and objectivity. The findings suggest that, although assessment was primarily traditional, graduates’ interpretations and expectations align with contemporary trends in higher education assessment, such as sustainable assessment and assessment for learning. Furthermore, there were indications that graduates’ views on assessment influenced their learning approaches.