To investigate the relationship between the College Entrance Examination (CEE) exams and high school teaching-learning, we conducted a questionnaire survey and collected 2439 valid questionnaires with 16000 teachers involved. This paper discusses the topic with data gathered from the survey, and statistics on CEE examinations over the past few years. The following three questions will be ... [Show full abstract] addressed in detail: 1. As a talent selection test for colleges, can the CEE exams single out the elite students in high school? 2. Should the testing objectives of the CEE exams match the teaching objectives in high school so as to have a positive backwash effect on high school teaching and learning? 3. How do teachers assess the CEE exams from the angles of test structure, the functions of individual item types, reforms on test difficulties, and its actual checking effects?