According to University Education Commission (1948-49), “If we are suggesting to a single reform in the system of education then it would be that of examination.” The remark was followed by formation of number of committees and commissions. They had given several recommendations after observing the whole education systems and were revealed that evaluation is the missing link for our education system. Indian education is moving from summative to a continuous evaluation system. CCE is conceptualized as a way of reforming the traditional examination regime, particularly board examinations in India, which has gain quite notoriety owing to its prime focus in education selection and certification. The present study was undertaken to study the difference in the attitude of male and female, science and arts, married and unmarried, less experienced and more experienced elementary school teachers towards Continuous and Comprehensive Evaluation. The data was collected from 300 elementary school teachers of district Kandhamal of Odisha through administration of a standardized tool. The ‘t’-test was applied to find out significance of difference between various groups. The study revealed that gender, marital status, subject expertise (i.e. academic stream) and teaching experience had significant effect on the overall attitude of the teachers towards CCE.