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The present case study aims to revisit the role ofChinese traditional cultural issues in group peer feedback byexamining how Chinese EFL students respond to severaltypical Chinese cultural issues that have emerged from theliterature—‘‘collectivism and group harmony,’’ ‘‘face-sav-ing,’’ and ‘‘power distance’’ and what factors have shapedtheir beliefs and practices regarding these cultural issues.Multiple sources of data were collected, including videorecordings of peer feedback sessions, interviews, and stim-ulated recalls. The findings show that while there wereindividual differences in the four students’ beliefs andpractices with regard to the cultural issues, on the whole thecultural issues did not constrain their group peer feedbackactivity. The study also found that the students’ beliefs andpractices were embedded in a number of interrelating indi-vidual and contextual factors like the Chinese cultures oflearning, the group context, and the students’ previousfeedback experience. This study cast doubt on previousresearch that suggests the traditional Chinese cultural issuesconstrained the implementation of peer feedback activityand marred the effectiveness of peer feedback in L2 writing.