This chapter systematically analyzes quantitative data from the validated Assessment for Learning Strategy Questionnaires (AfLSQ-T for teachers; AfLSQ-S for students) to achieve three key objectives: First, it identifies and compares Chinese English-as-a-foreign-language (EFL) teacher and student perceptions of how frequently core AfL strategies are implemented in Chinese university EFL classrooms. Second, it evaluates and contrasts the value that both groups assign to these AfL strategies. Third, it examines potential discrepancies between teachers’ self-reported practices and their stated pedagogical values. Through statistical analysis of survey responses, the chapter reveals patterns in AfL adoption and highlights gaps between beliefs and practices.