The latest PISA study reveals that students from Peking, China, achieved the highest scores globally in mathematics and science. However, a conversation with Li, a 45-year-old physics teacher in Peking, casts doubt on the significance of these results. The teacher expressed unfamiliarity with the PISA test itself, raising questions about whether students are specifically prepared for the assessment. This suggests a potential disconnect between national educational priorities and participation in international standardized tests. The findings prompt further investigation into the methods used to achieve high scores and the broader context of Chinese educational practices. It remains unclear if the results accurately reflect general academic ability or test-taking proficiency. The discrepancy between the high ranking and the teacher’s lack of awareness underscores a complex picture of academic success in China.