Teacher roles in the way they treat students and "construct" their interaction models directly impact students' achievements and development (Davis & Sumara, 2007). Teacher roles are built upon as well as reflect teacher's values, perceptions and behavior which are shaped and differentiated by their culture (Berry et al. 2002). Globalization and international education have been promoting comparative and cross-cultural studies regarding teacher education and teacher roles. The number of Chinese students who study in U.S.A. is growing rapidly. Having a personal educational experience in both China and U.S.A. would be a unique and valuable perspective to compare teacher roles of Chinese and American teachers. The goal of this study is to explore the differences of teacher roles regarding student-centered learning between Chinese teachers and American teachers from the perspective of Chinese students who are studying in U.S.A now. Continuous educational reforms have been launched for promoting student-centered learning in China. These Chinese students' educational experience in both China and U.S.A. might provide insightful comparison about teacher roles regarding student-centered learning.