This chapter presents a qualitative exploration of how three English-as-a-foreign-language (EFL) teachers—Nancy, Luke, and Zack—implemented Assessment for Learning (AfL) strategies in their Chinese university classrooms. The analysis reveals distinct approaches to AfL adoption amid contextual constraints. The chapter first examines Nancy, whose AfL practices were heavily mediated by standardized testing pressures, resulting in tension between her AfL intentions and summative assessment realities. Next, it analyzes Luke’s conscious attempts to de-emphasize testing, which were nevertheless limited by gaps in his pedagogical and assessment knowledge of AfL integration. Finally, the case of Zack demonstrates how institutional policies and resource limitations constrained even the most innovative AfL experimentation, despite strong teacher motivation. Through these case studies, this chapter not only illustrates the varied implementation of AfL strategies but also highlights the common challenges and barriers teachers face in integrating AfL practices into their classrooms.