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Research indicates that several factors variably influence teachers' approaches to classroom assessment. Building on previous assessment literacy research, this study empirically examines variability in teachers' approaches to classroom assessment across a set of dimensions including their conceptions of assessment purposes, processes, fairness, and measurement theory. Through a latent class analysis of survey data from 382 teachers, this study identifies four consistent profiles in teachers' approaches to classroom assessment: 44% of teachers were categorized into Profile 1: The Differentiator; 16% into Profile 2: The Communicator; 10% into Profile 3: The Measurer; and 30% into Profile 4: The Integrator. These profiles provide empirical support for differences in teachers' approaches to assessment, presenting a foundation for targeted assessment education and future research.