The study aimed to explore the challenges, best practices, attitudes, and perceived advantages and disadvantages of utilizing integrative performance task assessment in the district of Malay. The research design employed was qualitative phenomenological. The findings of the study indicate that most of the teachers followed and implemented the new assessment given by the Department of Education, which shows their willingness to adopt innovations in education. Overall, the findings of this study suggested that integrative performance task assessment is a valuable approach in enhancing students' learning outcomes. The challenges encountered in implementing this approach can be addressed by creating a collaborative system among teachers. The best practices identified can also serve as a guide in implementing integrative assessments effectively. The perceived advantages of learners in using this approach can be considered in creating a curriculum innovation program that promotes students' holistic development. Based on these findings, it is recommended that the Department of Education should continue to promote the use of integrative performance task assessment in the curriculum. Teachers should also be provided with training and support in planning and implementing integrative assessments effectively. The implementation of a collaborative system among teachers can also help address the challenges encountered in implementing this approach.