This study was conducted to ascertain the problems of Continuous Assessment (CA) practice among Physics Education students in Cross River University of Technology, Calabar, Nigeria. The study comprised of three research questions. Descriptive survey research was adopted for the study; sixty-three Physics Education students were purposively used for the study. No sampling was done, since the population size is small and manageable. Instruments used are Problems of Physics Continuous Assessment Questionnaire (PPCAQ) and Attitude towards Physics Questionnaire (APQ). 200, 300 and 400 levels Physics Education Students were used for the study. A reliability coefficient of 0.74 was obtained using Pearson Product Moment Correlation Coefficient. Data was analyzed using standard deviation, simple percentage count and Thurstone scale for measuring students’ attitude towards CA. Results obtained shows that, Physics Education students are different in their attitude towards CA, problems affecting CA practice among them are; students’ pressure in studying for CA, insufficient materials, less subject area of content coverage, too brief, not regularly administered. Results also shows among others that, most students do not look forward to CA, CA is boring to some while majority are happy to score high marks in CA. It is recommended among others that, lecturers monitor students’ progress during CA and give them feedback so as to motivate them.