This chapter explores how Chinese university English-as-a-foreign-language (EFL) students perceived, responded to, and engaged with the core Assessment for Learning (AfL) strategies: goal orientation and communication, eliciting information about student learning, teacher feedback, and peer- and self-assessment. Although the participants were drawn from different classes taught by three teachers, Nancy, Luke, and Zack, their accounts of AfL experiences exhibited considerable homogeneity. Given this consistency, the chapter synthesizes their narratives rather than presenting them as discrete cases. Through this integrated analysis, this chapter highlights how the implementation of AfL strategies was shaped by the prevailing exam-oriented culture, students’ conceptions of teacher-student relationships, and broader contextual constraints.