Continuous and Comprehensive Evaluation (CCE) is conceptualized as a way of reforming the traditional examination regime, particularly board examinations, in India which has gained quite notoriety owing to its prime focus on education selection and certification. It is argued in this paper that though CCE is perceived as a panacea by making provisions of pupil assessment on a regular and comprehensive basis but in an examination driven culture its’ vision does not translate into reality owing to several reasons. This paper delineates the impact of CCE on students’ learning by utilizing an interpretative research methodology and offers suggestions to improve the assessment scenario for larger good.