This qualitative study investigated the perceptions of Eight EFL university instructors regarding assessing their EFL students using Blackboard. By conducting structured interviews, the study aimed to explore the benefits, challenges, frequently used techniques, and recommendations to overcome some obstacles encountered when using Blackboard for online assessment in the EFL context. The findings indicated that while the participants emphasized the Blackboard’s assessment tools convenience, flexibility, and availability, they also highlighted increased cheating opportunities, difficulties in verifying student identities, and limitations in evaluating subjective aspects. Moreover, the lack of face-to-face communication was identified as a significant drawback, particularly in subjective courses where direct interaction is crucial in accurate assessment. Based on the obtained results, the study proposed several recommendations to enhance online assessment practices, particularly when using Blackboard, such as addressing technical issues, implementing robust security measures, providing support and training to EFL instructors and students, and considering the specific needs of EFL learners. Additionally, suggestions were made to improve the user interface, avoid generic questions, and conduct test trials to identify and resolve technical problems.