This chapter presents the findings regarding Chinese primary school EFL teachers’ conceptions and practices of CBA from a general perspective, based on the results of the survey study. The chapter begins by examining the underlying constructs of the three scales used in the teacher questionnaire: the CBA Purpose Scale, the CBA Process Scale, and the CBA Practice Scale. The subsequent four sections report on teachers’ self-reported conceptions of CBA, the influence of teacher attributes and work environments on their conceptions, teachers’ actual CBA practices, and the relationships between their conceptions and practices as identified through the questionnaire.