This study aimed to determine the perception of ALS students regarding presentation portfolio assessment and their performance in this assessment method. Furthermore, it sought to identify the challenges encountered by the respondents to provide ALS teachers and curriculum planners with relevant insights and a basis for an action plan. The respondents were thirty-four (34) ALS completers, and data were gathered from November to December 2024 using a researcher-made instrument. The questionnaire consisted of three parts: Part I covered the respondents’ demographic profile, Part II focused on their perceptions of the presentation portfolio assessment, and Part III explored the challenges encountered and recommendations for improvement. Quantitative data were analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation, along with relevant inferential statistics. Qualitative data were analyzed through repeated reading, notation, thematic coding, and margin comments. The researcher examined the data for similarities, patterns, and connections. Based on the findings, the following conclusions were drawn: ALS learners highly valued the portfolio-based assessment for its content, relevance, and timely submission. They recognized it as an effective tool for evaluating learning achievements, encouraging self-reflection, and reinforcing knowledge gained from other modules. In light of these findings, the study recommends that ALS learners view the program as a valuable second opportunity to complete basic education and understand the importance of their commitment to personal and academic growth.