Evidence-based education requires teachers to consciously search and employ the best available teaching evidence in their classrooms. The purpose of this study is to investigate to what extent Chinese high school EFL teachers apply evidence-based teaching practice (EBPs) to writing. After surveying 245 high school EFL teachers in Shanghai, we find that overall the surveyed teachers report not using EBPs very often which include the use of computers, peer collaboration in brainstorming and feedback and process approach. Junior high school EFL teachers employ most of the EBPs on a more regular basis than senior high school EFL teachers do. It is also found that teachers’ gender, length of teaching career and educational level are not significantly influencing the frequency of using EBPs.