This study maps requirements and expectations for assessment literacy (AL). It indicates the extent to which student teachers can be prepared to meet these demands. Addressing pre-service teachers’ AL is of importance today, given the extensive research in the field of assessment. This line of inquiry can provide insights into circumstances in academia and in schools. The theoretical framework revolves around (pre-)teacher cognition and AL. Furthermore, challenges for student teachers, who depend on training on campus, during practica and internships in school are addressed. Given the fact that assessment training on campus was not introduced officially until the 2010s in Sweden, there is a need for continuing reform both in terms of formal decisions and of cognitive approaches to assessment strategies as integral parts of teaching and learning. Theories, rules and regulations stipulated by authorities as well as results from questionnaires and interviews form the framework of this article.