The objective of this study was to examine how and to what extent Grades 7 and 8 teachershave implemented educational reforms in China that have had a direct impact on students,teachers, and parents. Major sources of data for this study were separate anonymous surveysfor teachers, students, and parents. The study concluded that teachers and parents liked thereform initiatives. Most teachers were able to make changes that supported the reforms thatinclude curriculum planning, teaching strategies, student evaluation, and special education.Teachers lacked in-service professional development and resources, especially in the ruralareas. Teachers experienced difficulties that arose from the conflict between activity-basedlearning and exam-oriented systems. Parents and society need to change their mindsets ofvaluing exam achievements. Chinese educators are at the crossroads of whether the ‘quality’movement is what the students and society need at this time or make changes in the highstakes examination. Leaders who want to implement change will have to pay attention to thevoices of stakeholders.