This chapter, drawing on triangulated data from multiple sources, presents a comprehensive discussion of the findings on Assessment for Learning (AfL) implementation in Chinese university English-as-foreign-language (EFL) classrooms. This chapter reveals how AfL principles interact with, and are frequently constrained by, the complex ecosystem of Chinese higher education. The following intersecting dimensions emerge as particularly significant: the enduring influence of exam-oriented pedagogies, deeply-embedded cultural scripts about teaching and learning roles, classroom-level constraints, and varying levels of assessment literacy among stakeholders. By interrogating these factors, this chapter not only elucidates the gaps between AfL theory and practice but also underscores the need for context-sensitive approaches to assessment reform, ones that acknowledge local realities while fostering incremental pedagogical change.