This paper reports findings from a cross-sectional study that investigated students’ conceptions of mathematics learning in Mainland China. Utilizing the draw-a-picture technique, the paper explored students’ conceptions of mathematics learning across four grade levels. A total of 1269 students from Grades 4, 5, 8, and 12, representing regions with varying levels of economic and educational development in Mainland China, created drawings to illustrate their conceptions of mathematics learning. A modified coding checklist guided the coding of these drawings, focusing on the following aspects: people involved, locations, activities, objects, and emotions or attitudes. Consistent with prior research, the findings revealed that students in Mainland China generally hold traditional conceptions of mathematics learning, viewing it predominantly as an individual or teacher-directed activity with limited group interaction. Furthermore, notable cross-sectional differences were identified among the grades.. The teaching and examination cultures in Mainland China were further examined to interpret the participants’ conceptions.