This study investigates the attitudes of teacher educators in China toward recent reforms in professional experience for pre-service teachers proposed by the Chinese Ministry of Education and their perception of the challenges facing the implementation of the proposed reforms. An analysis of data from an online survey and semi-structured interviews with Chinese teacher educators indicates that some of the challenges related to the effective implementation of professional experience for pre-service teachers are similar to those identified in the Australian context. Others reflect the unique context in China, where supply of teachers now exceeds demand, the management of professional experience is marginalised, there is minimal contact between schools used for professional experience placements and teacher education institutions, and where teaching is not the preferred profession of the majority of students undertaking teacher education courses. (Contains 1 table and 4 figures.)