This study was conducted to find out the frequency of using realistic Assessment in the Jordanian public schools, and teacher’s attitudes towards it. A total of (176) teachers selected randomly from (16) Public Schools in Amman participated in the study. The study utilized a questionnaire and focused on three main areas of  interest. The findings showed teachers use of realistic Assessment sufficiently, and they expressed positive responses regarding using realistic Assessment in teaching, while it showed several problems preventing teachers’ attempts to utilize realistic Assessment such as the large number of students in the classes, over loaded teacher, and lack of training. The study recommends to hold training courses for the teachers in Authentic Assessment.