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The importance of speaking as a productive skill has been echoed in the literature. Indeed, it is viewed as a crucial �part of the curriculum in language teaching � and �an important object of assessment as well� (Luoma, 2004, p. 1). Thus, the prime aim of this study is to explore the prevailing conceptions and actual practices of the assessment of EFL learners� speaking skills at the tertiary level. The respondents of the current research were 20 instructors who taught at the Higher Institute of languages in Gabes and at the Faculty of Arts and Humanities in Sfax, Tunisia. To collect the necessary data, a questionnaire survey was utilized. The analysis of the course material was also used to supplement the data obtained in the other tools. The findings of the study revealed that the teaching of speaking skills mainly relied on activities like discussions, debate, brainstorming, presentation, dialogue and occasionally on role play. The finding of the study also indicated that there is imbalance between the accuracy and fluency aspects of speaking skills. Most of the classroom activities are accuracy oriented. The same is true for the assessment of speaking skills done. The analysis also revealed that there has been a mismatch between the practices of teaching implemented by the teachers and the pedagogical procedures favored in the assessment of learners� speaking skills. The study also identified the students� poor language background and fear of making mistakes and lack of encouragement from the teacher as challenges to the teaching and learning of speaking skills.