Introduction: Pharmacology is one of the fundamental components of the undergraduate pharmacy curriculum, providing core knowledge on the mechanisms of drug action and toxicity, consequently laying the foundational concepts in rational pharmacotherapeutic decisions. The Covid-19 pandemic has urgently forced educational institutions to transition to online remote learning. This unprecedented move has not only affected teaching and learning, but also assessments, a known factor in driving student learning. This study served to determine students’ preference and perceptions of the assessments utilised for pharmacology courses in the undergraduate pharmacy programme, during the online and distance learning period. Methods: An online survey questionnaire was developed and distributed to students enrolled in the Bachelor of Pharmacy (B. Pharm) programme at the Faculty of Pharmacy, UiTM Selangor Puncak Alam Campus. Three hundred and fourteen students participated in the study. Collected data was then analysed using SPSS version 26. Results: Findings revealed that the majority of students preferred multiple choice questions (MCQs) test the most. Problem-based learning (PBL) was also among the most favoured especially among 3rd year students. In term of perceptions, this study disclosed that students acknowledged all assessments conducted for pharmacology courses contributed to their understanding towards course material, knowledge strength, analytical and critical thinking skills, problem analysis and learning feedback. Conclusion: Although the findings were mostly positive, a more thorough investigation is needed to identify how these assessments can be improved. Regular review on how curriculums are delivered and assessed are imperative in order to implement necessary measures for improving learning outcomes.