This study examines how prospective EFL teachers conceive of assessment for learning (AfL) practices and how these perceptions relate to their learning approaches. The study evaluated, in three teacher training universities’ in China, 692 prospective EFL teachers’ responses to a self-report instrument regarding assessment for learning practices and students’ learning approach. Results indicate a significant positive correlation between their perceived AfL experience and their tendency to adopt an achieving or deep approach to learning. Results also reveal that a surface approach to learning was negatively correlated to AfL experience, suggesting that in the Chinese university environment, the more AfL features incorporated into the classroom teaching and assessment processes, the less likely students adopt a surface approach to learning. This study also provides evidence of the potential differences in students’ responses to AfL as a result of different institutional environments. Implications of the results for addressing potential barriers to implementation of AfL in the Chinese context are also discussed