With an increasing number of Chinese learners pursuing higher education in Western universities, the characteristics of Chinese students have raised many discussions and debates (e.g. Carson, 1992; Watkins & Biggs, 2001). Two contradictory views are commonly reflected in the existing literature: being passive, quiet, submissive, or disciplined vs. valuing active thinking, open-mindedness and a spirit of inquiry. Unlike much available discussion on Chinese learners based on literature review or personal experience, this paper examines the topic from an empirical perspective. From an analysis of questionnaire data collected from 400 Chinese middle-school students in 2003 about learning English, this paper argues that contemporary Chinese students demonstrate different characteristics from those described in many previous studies. Overall, they show little difference from their Western counterparts by being active learners and preferring a more interactive relationship with their teachers. However, some traditional features still persist with their examinations influencing student views of learning English. The findings should be interpreted in a context of rapid social changes in China. Other studies may be correct historically, but it is important not to draw on such studies in characterising contemporary students in China.