With the ever-evolving landscape of education, Outcome-Based Education (OBE) has emerged as a transformative pedagogical approach, centering on student outcomes rather than traditional input-based models. As institutions globally pivot to this approach, the experiences and perspectives of teachers navigating this paradigm shift become pivotal to understanding the challenges and opportunities inherent to OBE. This qualitative study explored the experiences of 15 university lecturers regarding student assessment within the OBE framework. Leveraging a combination of the Social Cognitive Theory and Constructivist Grounded Theory, the study delved deep into lecturers’ narratives, aiming to unearth their perceived self-efficacy, challenges, and evolving roles. Most participants expressed high confidence in their ability to assess students within OBE adeptly. However, intertwined with this self- efficacy were voices highlighting the complexities of juxtaposing OBE against traditional evaluative techniques. Additionally, concerns about inadequate training and support were prevalent, with some participants emphasizing the need for structured training tailored to OBE. Furthermore, there was a discerned gap between the theoretical tenets of OBE and its practical implementation. The study also revealed the crucial role of peer collaboration in refining assessment strategies and reshaping the lecturer’s role from mere information dispenser to experiential learning facilitator. The dynamics of student reception and the role of technology in facilitating OBE assessments were also explored.