This study intends to explore high school English teachers receptivity to the latest Gaokao reform policy of “Yearly Double Administration” of English exams, and the factors that may influence teacher receptivity. Special attention is paid to the similarities and differences between the teachers in the initiation and implementation stages because such comparative studies are usually neglected, but are especially valuable to the regions at the initiation stage. 218 high school English teachers from Shanghai (the implementation stage)and Guangdong (the initiation stage)participated in the questionnaire survey, among whom 12 teachers were interviewed. The results show that English teachers at the initiation stage have a stronger sense of receptivity with a more positive attitude and stronger behavioral intention to the reform policy than their counterparts at the implementation stage; practicality can significantly influence teacher receptivity at both stages, while teachers at the initiation stage are more concerned about the support they may get and teachers at the implementation stage consider costbenefit appraisal as a more important factor; teachers at both stages express their concerns about the classroom management after the first administration of the English exam, while teachers at the initiation stage do not seem fully ready for the new policy.