Abstract: The implementation of Competency Based Education (CBE) curriculum in Kenya requires teachers who possessed, knowledge, skills and competencies in inclusive assessment and teaching for learners with special needs. This paper investigated pre-service teacher competence, experience and challenges in assessing learners with special needs during their teaching practice. The study was conducted at University of Eldoret, Kenya involving 3rd and 4th Year students. The study adopted a convergent parallel mixed method research design. All third and fourth year students were targeted and census method was used to collect information from them. Data was collected using questionnaire. Data collected was analysed using descriptive statistics and thematic analysis. Results showed a higher level of competences of pre-service teachers in assessing learners with special needs (mean=3.65, Std Dev=1.29). The pre-service teachers had higher level of application of theoretical knowledge and skills acquired during their university training when they were on teaching practice (mean=3.54, Std Dev=1.39). Professional guidance, teacher mentors support and access to learning materials were the most helpful forms of support that pre-service teachers received during their teaching practices. Communication barriers, diversity amongst learners, inadequate learning materials, workload demands and assessment adaptation were some of the challenges experienced. Hence, although pre-service teachers were generally prepared for undertaking inclusive assessment, gaps were evident in practical disability specific competencies and assessment adaptations. Therefore, practical training in teacher training institutions should be strengthened, resource provision in schools to improve teacher preparedness and alignment of the update special needs education curriculum to make sure it aligns with the requirements of CBE and the realities of inclusive classroom practice.