[Purpose] The purpose of this study is to examine the credit system and the corresponding graduation requirements of general high schools in China, and to present the associated issues and challenges. [Methods] The previous research related to the high school credit system and graduation requirements was analyzed, focusing on the literature. [Results] The analytical framework for this study is divided into graduation requirements, duration of study, grade promotion, and other related aspects. The findings based on this framework are as follows. First, to graduate, students must complete a minimum of 144 credits, which are categorized into mandatory courses, selective mandatory courses, and elective courses. The graduation exam can be taken from the second year of high school onwards, after meeting the minimum credit requirements set by the Ministry of Education's curriculum. The exam subjects vary monthly, and the results are classified into five grades. Courses are offered according to the national curriculum and the school's own curriculum.Second, high school education in China lasts for three years, and early graduation is generally not allowed.Third, the credit system is implemented alongside the grade-level system, so grade promotion is based on the grade-level system. Fourth, the comprehensive competency evaluation is conducted to observe, record, and analyze students' overall growth for character education purposes. For college entrance, there are two options: the 3+3 model and the 3+2+1 model. [Conclusion] FFirst, the graduation requirements include meeting the course completion standards and passing the graduation exam. Second, since the credit system aims to provide education tailored to individual aptitudes and talents, cases such as early graduation should be approached with caution. Third, as the credit system is currently implemented alongside the grade-level system, efforts are needed to fully realize the comprehensive implementation of the credit system. Fourth, it is necessary to enhance the comprehensive evaluation for the overall development of students, and continuously improve the college entrance evaluation system towards self-assessment and self-formation