Eliciting evidence of students' knowledge is an important first step in formative assessment, a process that if effectively implemented enhances students' learning (Black & Wiliam, 1998a). Teachers rarely employ this process in their teaching and there is dearth in research to understand their practice of this process. This study explores secondary school science teachers' perspectives of their elicitation practices in an attempt to describe their practices and expose the challenges they encounter. Eleven science teachers were videotaped as they taught their classes followed by a video stimulated recall interview (Calderhead, 1981). The teachers described the thought processes underlying their decisions to elicit students' thinking and commented on the challenges in doing so. Analysis of the data indicated that teachers elicited students' thinking and knowledge using convergent questions to (a) check students' recall of material from previous discussions, (b) check if students made connections between concepts, (c) check students' understanding, (d) solicit questions from students, and (e) enable classroom management. Teachers responded to students' elicited responses by (a) validating the responses, (b) giving the correct response, (c) repeating the question, (d) probing the students, or (e) re-teaching the concept. Teachers employed various strategies in their elicitations and alluded to challenges like students' empathy for learning, time pressure, and personal issues, which impeded their ability to adjust instruction to meet students' learning needs. Teachers' perspectives on their elicitation can be explored in conceptualizing strategies that can enable them to overcome the challenges in their practices and thus, enhance their FA practices.