The aim of the study is to determine the proficiency perceptions and usage level of preschool teachers in designing, implementing and evaluating (judging) the conventional and alternative measurement instruments which are supposed to be adopted at schools and to reveal in accordance with their opinions to what extent they employ these instruments during education and training process. The study was carried out with the participation of 258 preschool teachers working in the province of Samsun. A survey with two sections was used in the study to collect the data. Descriptive statistics were exploited in the process of analyzing the data. In the context of the first sub–problem of the study, the teachers were seen to find themselves proficient mostly in portfolio, observation forms, gap filling, worksheets and open ended questions during the process of designing, implementing and evaluating (judging) the conventional and alternative measurement instruments. Within the scope of the second sub–problem of the study, portfolio, observation forms, anecdote records and gap filling rank first among the measurement instruments most frequently used by the teachers. The teachers also stated that portfolio, observation forms and gap filling sort of questions are the most useful while they have most difficulty in implementing control forms, observation forms and anecdote records. Consequently, it was seen that the teachers are able to use some of the conventional and alternative measurement instruments effectively while they have difficulty in employing such instruments as grading keys, grading scales and performance tasks.