This qualitative study aimed to explore the experiences of graduate students enrolled in the “Assessment of Mathematics Education” course at An-Najah National University. The research sought to understand how these students developed achievement tests as part of the course requirements, the challenges they encountered during this process, and their suggestions for improving future instruction in test construction. An exploratory qualitative methodology was adopted, and data were collected through semi-structured interviews with ten students registered in the course. The data were analyzed using thematic analysis following Braun and Clarke’s (2006) model. The findings revealed that the course significantly enhanced students’ awareness of test construction principles and assessment competencies. However, certain practical challenges persisted—particularly in crafting higher-order thinking questions and formulating precise test items. Students emphasized the importance of hands-on activities in reinforcing their learning and recommended increased opportunities for practical training and stronger connections between course content and real classroom contexts, The study recommends redesigning assessment-related courses in teacher education programs—particularly for future mathematics teachers—to be more interactive and practice-oriented, with individualized support tailored to students’ needs. It also calls for future quantitative studies to examine the impact of such courses on students’ assessment competencies during later stages of their professional training.