The CEFR-aligned Malaysian English language curriculum prioritises English language teachers’ incorporation of formative assessment (FA) practices in primary schools. Nevertheless, studies on FA practices remain lacking despite much research on internalising the curriculum implications on classroom practices. This study aimed to examine primary English language teachers’ FA practices to better comprehend the degree to which the new curriculum is implemented in class. The FA practices of three teachers from various schools were assessed through interview sessions. Resultantly, discrepancies in how teachers internalise FA were identified. Large class sizes, insufficient time, heavy syllabus and timetable load, mixed learner abilities, incomprehensive assessment handbook, unsupportive parent attitudes, and inadequate assessment training. The findings have implications for improving the quality of in-service training of teachers, and the effective implementation of FA practices in the classroom to improve the delivery of English language lessons.