In the research context with no prior studies that investigated the adequacy of multiple-choice (MC) items in high school English exams administered regularly each semester, the present study puts them under scrutiny. The MC items in 33 tests are first examined according to item format and frequency of item types. Findings about the way they were used in the tests are also presented. Moreover, based on the multiple-choice item writing guidelines that are frequently cited and utilized internationally, the study looks into the items to see how well the items comply with these guidelines along with distinctive examples under each category. The study further advances the discussion, linking the problem to promoting assessment literacy for in-service teachers. (Sang Myung University)