The present study aims primarily to reveal the washback effects of the Test for English Majors Grade 4 and Grade 8 (TEM4 & 8). In the investigation, a number of research methods such as questionnaire surveys, interviews, classroom observations are adopted to see how the tests affect the actual teaching and learning practice.The results indicate that the TEM tests have, generally speaking, brought about largely positive washback on the education of English majors and discouraged teaching and learning to the tests ever since their inceptions more than 17 years ago. For example, in the questionnaire surveys, the teachers respond that the TEM tests have moderate influence on their daily teaching. Most agree that the present allocation of marks and weighting to each of the components in the tests are reasonable, that the tests have beneficial washback effect on the improvement of teaching, and that there is a close relationship between the daily classroom teaching activities and the testing activities.Most students also respond positively to the usefulness of the tests as a means to improve their language proficiency and indicate that they do not take the tests simply in order to win a diploma or to have a certificate that will help them find a job. As the students progress into the advanced stage, the instrumental motivation to learning takes precedence and a great majority of the students (91.1%) regard passing the TEM8 as an advantage, while at the same time they approve of the test as a means to improve and measure their language proficiency.The secondary purpose of the study is to collect information about the specific difficulties the students encounter in each test component so that the implications for teaching and instructional planning can be obtained. With this in mind, some questions are incorporated into the two questionnaires for students. The students’ responses indicate that they find the basic skills of listening, spelling, the size of vocabulary, knowledge of grammar, usage, collocation, and the relevant cultural background to be the areas that need improving and call for additional training and practice.The implications for teaching are that laying a good foundation in the basic skills and knowledge of the language and culture should be emphasized in the daily teaching activities and instructional planning. Due to the limitation of class hours and course schedules, autonomous and independent learning should be cultivated in students to compensate for the shortage.