The manner in which students respond to assessments, whether written or oral, plays a significant role in evaluating both their knowledge and communication skills. However, disparities often arise as students face challenges that differ between these two formats. This study aimed to explore and examine the challenges, coping strategies, and insights of students in answering oral and written assessments in the classroom. It employed a qualitative research design, utilizing a phenomenological approach. This study was anchored on Sweller’s Cognitive Load Theory (1998), which explains how the mental effort required to perform a task will affect learning and performance. Six Grade 10 students participated in this study, selected through purposive sampling technique. Data were gathered through semi-structured interviews and open-ended questions. The results revealed four major themes related to students’ challenges: nervousness, lack of background knowledge, comprehension challenges, and self-doubt. Students coped by adopting strategies such as preparation, taking extra time in answering, asking assistance from peers, and post assessment reflections. Moreover, students’ insights highlighted their tendency of over-reliance to peers, promotion of active participation, knowledge expansion, and motivation students to learn more. The result of the study implies the need for assistance to help students develop their comprehension and self-improvement. Moreover, improving their retention, comprehension and confidence can boost their knowledge and skills in answering assessments, confidence in sharing their thoughts, and overall, their academic performances.