This paper reports and discusses the quantitative findings of the perceived washback effects of the English language school-based assessment on teachers at the lower-secondary level in Malaysia. It aims to do so from the point of view of a group of pre-service English language teachers so as to provide both pre-service and in-service teachers with a better idea of the roles they need to play and the decisions they need to make about washback. Test washback studies reported in the literature, upon confirming the presence or absence of it, they have attempted to identify the factors within their respective contexts that appear to mediate the intended washback. Considering the recent implementation of the English language school-based assessment at the lower-secondary level intended to minimize the exam-orientedness within the Malaysian education system, the present study was therefore carried out to assess the mediation of factors at both macro and micro levels. The perspectives of a group of pre-service English language teachers were looked into. Specifically, the study looked into the extent to which the perspectives of the teacher-trainees in a teacher training college in the country were in line/in conflict with that of the Malaysian Examinations Syndicate's (MES). Drawing mainly on the data from the survey administered, it was found that these teachers perceived there were some barriers at both the micro and macro levels, which inhibited the intended washback effect. Findings of the study may help policymakers in minimizing the barriers, which may inhibit the intended washback effect.