As China charges forward into modernity, the nation is confronted with major economic and social changes. China's one-child policy and economic growth, for example, have altered the values and attitudes of parents, thereby creating new challenges for Chinese teachers. In addition, nontraditional ways of thinking in China's youth have led to a variety of classroom concerns. What are the particular issues facing Chinese teachers in K-12? Findings from a qualitative study reveal problems teachers face in the People's Republic of China (PRC). This document reports the results of a study conducted through focus group interviews of former teachers studying in the field of education at the doctoral and master's levels. Because of their extensive experiences as both teachers and students in the Chinese education system, these individuals are well-informed about the current conditions in Chinese classrooms. Prior to the interviews, a guide was developed. The questions were open-ended, allowing respondents more latitude to share information. The following questions were used in interviews with each focus group: (1) What are some of the problems and struggles faced by Chinese teachers? (2) What changes have taken place in Chinese society that have directly affected teachers? (3) What do you see as possible responses to those problems? and (4) How do these problems affect students? To analyze the information produced through these conversations, the researcher focused on discovering trends, themes, and patterns. Through inductive analysis, various themes emerged from the data and were coded and organized. The information was then sorted according to topics and categories. Pertinent examples and quotes were identified and added to the relevant categories. In this report, the problems faced by Chinese public school teachers are discussed, centering on three problem areas: China's high-stakes testing program; the changing Chinese student; and the working conditions of the public People's Republic of China (PRC).