Abstract This study aims to investigate items from the GEPT-Kids with a technique called Differential Item Functioning (DIF) for Chinese and Taiwanese test takers. The GEPT-Kids is a general English proficiency test for young learners developed in Taiwan. This study analyzed test performance data from 599 students (300 from China and 299 from Taiwan) aiming to identify items with DIF. The data analyzed was from a study conducted earlier by Kunnan and his students at the University of Macau sponsored by Language Training and Testing Centre, Taipei (Kunnan et al., 2017). A two-step approach was used: First, the test items were examined for DIF by using of the Mantel-Haenzsel approach with the software DIFAS; and second, the items that were flagged as DIF items and also the ones that were not flagged as DIF items were subjected to content analysis by content researchers. Ten items were flagged as DIF items in the DIF analysis and eight items in the content analysis were rated as advantaging either Taiwanese group or Chinese group. Based on this study, overall, the GETP-Kids can be considered to be a fair English language proficiency assessment. Keywords: DIF, GEPT-Kids, Mantel-Haenzsel, DIFAS, China, Taiwan