This study investigated Chinese secondary school English language teachers' grading decision making, focusing on the factors they considered and types of assessment they used for grading. A questionnaire was issued to 350 secondary school English language teachers in China. Descriptive analyses of the questionnaire data showed that these teachers of English considered achievement and non-achievement factors in grading, placing greater weight on non-achievement factors, such as effort, homework, and study habits, and that they used multiple types of assessment, including performance and project-based assessment, teacher self-developed assessment, as well as paper and pencil tests for grading. MANOVA results suggested that both internal and external factors, such as the grade level teachers teach, the assessment training they have received, and their class size affect different aspects of their grading decision making. Multiple regression results further showed a significant relationship between the factors teachers considered and the types of assessment they used for grading. This study contributes to the understanding of the classroom English language teachers' grading decision making in general and especially in the Chinese context and has significant implications for teacher education.