Since its introduction, studies about native-speakerism have focused mostly on students’ perceptions of their native/non-native English teachers. The current study aims to explore Chinese English teachers’ perceptions of native-speakerism by asking two questions. First, what constitutes native-ness, especially in non-English-speaking countries. By what factors do Chinese English teachers tell native English teachers from non-native ones? Second, from the perceptions of Chinese English teachers in the first question, what pedagogical implications can we draw? The participants are six Chinese English teachers in a private junior high school in Jiangsu, China. Qualitative data was collected through questionnaires and follow-up interviews. The findings show that Chinese English teachers believe speaking ability is most important to determine an English teacher’s native-ness. With this speaking ability, fluency and certain accents are the key factors. The results will cast a hint of emerging changes in the perceptions of native-speakerism and pedagogical implications in non-English speaking countries.