The purpose of this study is to analyze the process of implementing policy in each school using Lipsky s street-level bureaucracy model to examine if process-focused assessment policy is being implemented as intended in the course of the formation of policy. In order to achieve this objective, this study analyzed conditions of work and patterns of practice of teachers(street-level bureaucrats) in the process of implementing process-focused assessment policy to figure out the characteristics and implications of the policy implementation process in schools. The results were analyzed and arranged through coding methods after having in-depth interviews with seven elementary school teachers working in D metropolitan city. As a result of the analysis, teachers showed negative coping behaviors called simplifications, routinization, and evasion in each step of implementing process-focused assessment, but this study was also able to confirm the new pattern of practice called Actualization which means that teachers try to actualize the intention and goal of the process-focused assessment policy on the school field. The suggestions to the policy related to process-focused assessment drawn from this study are as follows: providing case-oriented exemplars and training programs that can be directly referred to the planning stage, supporting each school for consultation by experts of assessment, modifying rules on recording results by re-establishing the concepts of assessment, making a policy at school and regional level to support teachers, improving awareness of individual educators and promoting about process-focused assessment. In conclusion, this study presented the needs of the further research on the unique patterns of practice of Korean teachers considering characteristics of Korean school organizations and in-depth study to develop the model based on them.