The present study investigated junior middle school English teachers’ form-focused instruction in their actual teaching practice using questionnaire survey and case study. The results showed that most teachers combined grammar teaching with specific communicative context in their teaching, and there were more teachers who chose to integrate form and meaning simultaneously than those who chose to isolate form and meaning in sequence. But there were still a few teachers who used the traditional grammar teaching method. In actual teaching practice, teachers would choose different ways of form-focused instruction considering specific grammar points and students’ English proficiency level, the pressure of exams and class time were also found to influence teachers’ choice.