We pilot tested the EPP–Chinese test with students from a university in China. Results suggest that (a) the test is unidimensional and therefore is sufficient to report a total score from a practical standpoint; (b) the total score reliability is satisfactory; (c) most items showed moderate correlations with the total score, but the translation of one item needs additional revision; (d) the test is correlated with related constructs (e.g., the Chinese college entrance examination and a national English test); and (e) no item showed differential item functioning or was found to be biased toward any subgroup. In summary, the Chinese version of the critical thinking test showed potential as a suitable assessment tool for Chinese college students.