Due to the Covid-19 pandemic, higher education institutions around the globe had to shift to online teaching and learning. This also included an assessment of which various types were conducted online. Despite the fact that a wide range of new tools and opportunities for developing effective authentic assessments is provided by technology, the current e-assessment design at Oman Tourism College does not seem to adequately achieve the required pedagogical objectives in an e-learning environment. Consequently, professional development was believed to bridge this gap and enable the teaching staff at Oman Tourism College to redesign their e-assessment by developing effective e assessment methods and procedures that are more appropriate for their teaching context which has become totally online. The aim of this study is to explore the teachers' views on the process of redesigning and implementing authentic e-assessment. It describes the design concepts that academic staff have utilized to re-design their e-assessments to support their students' learning. The study adopted a qualitative methodological approach where a Professional Development Program (PDP) was delivered virtually to help 8 faculty members better improve and increase their competencies in the selection, adaptation, and design of authentic e assessment tasks. The data collection was mainly based on a training program where the participants provided their opinions and feedback on the program content through a set of pre-determined reflection questions and semi-structured interviews. The findings showed that teachers were able to gain various new e-assessment skills and techniques and apply them within their own assessment practice. The findings also revealed the existence of several challenges and concerns associated with the design and implementation of e-assessment most of which are related to the teaching context such as lack of time, resources, and adequate technology. Furthermore, teachers identified several aspects through which the authenticity of e- assessment could be increased, such as embedding assessment techniques in the teaching materials, reflecting on real-life situations, and introducing more authentic assessment tasks within the overall assessment process. Finally, teachers identified some aspects in which they would be able to reshape their future e- assessment practice based on what they learned from the training program. This included, for example, giving more focused feedback, designing portfolios, and delivering e-assessment in a more logical and structured manner. The study concludes with recommendations and implications for better future practice in terms of authentic design and implementation of e-assessment.