The purpose of this study was to explore how students perceive their experience when exposed to both traditional (pen-and-paper) and performance-based assessments (PBA) in Chemistry. Ten Grade 10 students who had participated in either type of assessment were asked to reflect on their lived experiences as students, including the challenges they encountered while participating in assessments, and what strategies or tools they used to cope. This qualitative transcendental phenomenological design included conducting semi-structured interviews using an interview guide to elicit participants’ responses, followed by thematic analysis as defined by Moustakas. While participants believed that traditional paper/pencil-based testing increased their ability to think logically and solve problems theoretically, they also felt that PBAs promoted more authentic collaboration among peers, developed more robust conceptual understanding of Chemistry, and enabled students to see abstract ideas applied to everyday situations. Ultimately, the two assessment approaches worked well together, as they provided students with both cognitive discipline through a traditional pen-and-paper test and creative and practical applications through a PBA. Therefore, providing students with opportunities to participate in both types of assessments will create a complete learning environment where they can grow cognitively, creatively, and practically. Educators need to incorporate innovative ways to help reduce or eliminate test-related anxiety when utilizing both forms of assessments. Examples include providing pre-test review sessions, formative feedback, and establishing positive classroom climates to help shift the focus from anxiety being a hindrance to it becoming a motivator. By continuing to create diversity through promoting mastery, and creating balance within the level of challenge versus rewards, teachers are able to increase learner engagement, promote confidence, and ultimately lead to increased levels of resilience - creating a dynamic and holistic chemistry learning environment.