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Numerous studies on language assessment have reported that there are different practices of assessment among language teachers. These differences might be due to the various levels of understanding about language assessment literacy (LAL) which include the ability to effectively plan, execute, evaluate, and report assessment processes and data. This issue becomes prominent in English as a foreign language context, especially in Indonesia, where there are numerous calls for changing the nature of assessment practice from a traditional assessment into alternative one such like authentic assessment mandated by the current national curriculum. Accordingly, this paper reports on a case study regarding changes in two secondary EFL teachers in Indonesia after involving a professional learning community project for developing authentic assessment model. A key research question guides this study: What changes did the two teachers experience in their assessment beliefs during the project? Findings show that the professional learning community broadened teacher understanding of assessment literacy and the use of authentic assessment in practice