The focus of this research was to explore the extent teachers are able to develop the relationship between assessment and learning in the schools in Gilgit-Baltistan (GB), Pakistan. The study was conducted in two schools of GB through the use of the qualitative paradigm. There were fourteen research participants in this study. Interviews and classroom observations were the source of data collection. Through using qualitative analysis, the study has generated some findings related to the relationship between assessment and learning. The significant aspect of developing the relationship is teachers' understanding of assessment and its purposes, which is an issue in GB. Having an improved understanding of assessment enables teachers to use a variety of assessment strategies for assessing the students’ learning; however, only two strategies are currently being used in schools of GB, namely testing and questioning. Effective assessment practices enable teachers to identify students' learning needs and thus provide a robust basis for giving feedback on students' work. The focus of assessment and a clearly developed marking scheme are paramount in linking assessment with learning.