This paper reports on an investigation into the relationship of test-takers' use of test-wiseness strategies to Chinese EFL learners' reading test performance. A test-wiseness questionnaire was administered immediately after the final achievement test to probe into how learners thought while completing the reading section of the test. It was found out that the use of test-wiseness strategies bore no positive relationship to the reading test performance; and successful test-takers reported test-wiseness strategy use no more significantly different than unsuccessful test-takers. The results suggested that the bias against Asian EFL learners, especially Chinese EFL learners, in their test-taking process was unfair, since test-wiseness strategies did not contribute to these EFL learners' reading performance and the distinction between successful and unsuccessful test-takers.