Mathematical tasks in tests are central to students' learning. Research shows that there is a significant gap between mathematical tasks in national tests and teacher-made tests. In this pilot study, we examine nine Swedish and nine Chinese teachers' views on what constitutes of a good mathematical test task at the lower secondary school level. E-Mail Interviewing is conducted by presenting seven mathematical tasks from national tests in Sweden and China, respectively. The preliminary results show that Swedish and Chinese teachers hold some common views on the characteristics of good mathematical test tasks, but they also show different views on some mathematical tasks with high level of abstraction. Implications of the results and the methodology informed by the pilot study are discussed.